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NEPTUNE TOWNSHIP SCHOOL DISTRICT Lab Physics Curriculum Grades 11-12 NEPTUNE TOWNSHIP SCHOOL DISTRICT Office of the Superintendent 60 Neptune Blvd. Neptune, NJ 07753-4836 September 25, 2013 Document C1#1 NEPTUNE TOWNSHIP BOARD OF EDUCATION Jason A. Jones, President Chanta L. Jackson, Vice President Dwayne Breeden Scott Fields Laura G. Granelli Fred C. Capolongo Kerry J. Gizzi Michelle A. Moss Donna Puryear SCHOOL DISTRICT ADMINISTRATION David A. Mooij Superintendent of Schools Bertha L. Williams-Pullen Assistant Superintendent of Schools Matthew Gristina Assistant Superintendent for Curriculum, Instruction & Assessment Peter J. Leonard Business Administrator/Board Secretary Peter I. Bartlett Assistant Business Administrator/Assistant Board Secretary Kathleen M. Skelton Director of Special Services Jennifer M. Clearwaters Director of School Counseling Services Lori B. Burns Administrator for Co-Curricular Activities & Athletics Kathleen M. Thomsen Supervisor of Early Childhood Education ELEMENTARY SCHOOL ADMINSTRATION Principals Sally A. Millaway, Gables James M. Nulle, Green Grove Arlene M. Rogo, Ed.D., Midtown Community Donato Saponaro, Shark River Hills Jerard L. Terrell, Summerfield Benedict P. Yennella, Early Childhood Center MIDDLE SCHOOL ADMINSTRATION Mark K. Alfone, Ed.D., Principal Marjory V. Wilkinson, Vice Principal Michael V. Smurro, Assistant Principal HIGH SCHOOL ADMINISTRATION Richard W. Allen, Principal Titania M. Hawkins, Vice Principal James H. Whitson, Vice Principal DEPARTMENT CHAIRPERSONS Thomas Decker Lakeda D. Demery Charles M. Kolinofsky Joshua Loveland Dawn Reinhardt Tara L. Stephenson Candice Wells Hillary L. Wilkins Cheryl L. Young NEPTUNE TOWNSHIP SCHOOL DISTRICT LAB PHYSICS CURRICULUM Table of Contents Acknowledgements..………………………………………………………………..i District Mission Statement…………………………………..……………...............ii District Educational Outcome Goals……………………………………………….iii Course Description ………………………………………..……………………….iv Curriculum Unit Title Page One Dimensional Motion……………………………………………………….......1 Vectors in Two-Dimensional Motion……………………………………………. .14 Forces and the Laws of Motion…………….…………………………………….. 24 Work and Energy…………………………………………………………………. 37 Momentum……………………….………………………………………………...49 Circular Motion………………….…………………………………………………61 Heat……………….……………………………………………………….……….72 NEPTUNE TOWNSHIP SCHOOL DISTRICT Lab Physics Grades 11-12 Acknowledgements The Lab Physics Curriculum guide was developed for Neptune High School through the efforts of Paul Heller, Neptune High School science teacher, in cooperation with Tara Stephenson, Department Chairperson, and under the guidance of Matthew Gristina, Assistant Superintendent for Curriculum, Instruction and Assessment. The teacher is to be commended for his dedication in creating the curriculum document and for his expertise in the area of physics. It is our hope that this guide will serve as a valuable resource for the staff members who teach this course and that they will feel free to make recommendations for its continued improvement. The Lab Physics Curriculum guide was written with related pacing guide in alignment to the 2009 NJCCCS for Science, 2009 NJCCCS for Technology, the NJCCCS for 21st Century Skills & Themes, and the 2010 Common Core State Standards for English Language Arts and Mathematics. i NEPTUNE TOWNSHIP SCHOOL DISTRICT DISTRICT MISSION STATEMENT The primary mission of the Neptune Township School District is to prepare all students for life in the twenty-first century by encouraging them to recognize that learning is a continuing process. It is with high expectations that our schools foster: • A strong foundation in academic areas, modern technologies, life skills and the arts. • A positive and varied approach to teaching and learning. • An emphasis on critical thinking skills and problem-solving techniques. • A respect for and an appreciation of our world, its resources, and its peoples. • A sense of responsibility, good citizenship, and accountability. • An involvement by the parents and the community in the learning process. ii Neptune Township School District Educational Outcome Goals The students in the Neptune Township schools will become life-long learners and will: Become fluent readers, writers, speakers, listeners, and viewers with comprehension and critical thinking skills. Acquire the mathematical skills, understandings, and attitudes that are needed to be successful in their careers and everyday life. Understand fundamental scientific principles, develop critical thinking skills, and demonstrate safe practices, skepticism, and open-mindedness when collecting, analyzing, and interpreting information. Become technologically literate. Demonstrate proficiency in all New Jersey Core Curriculum Content Standards (NJCCCS). Develop the ability to understand their world and to have an appreciation for the heritage of America with a high degree of literacy in civics, history, economics and geography. Develop a respect for different cultures and demonstrate trustworthiness, responsibility, fairness, caring, and citizenship. Become culturally literate by being aware of the historical, societal, and multicultural aspects and implications of the arts. Demonstrate skills in decision-making, goal setting, and effective communication, with a focus on character development. Understand and practice the skills of family living, health, wellness and safety for their physical, mental, emotional, and social development. Develop consumer, family, and life skills necessary to be a functioning member of society. Develop the ability to be creative, inventive decision-makers with skills in communicating ideas, thoughts and feelings. Develop career awareness and essential technical and workplace readiness skills, which are significant to many aspects of life and work. iii LAB PHYSICS CURRICULUM COURSE DESCRIPTION (5 credits) Lab Physics is a college prep class designed for students to study the fundamental laws which govern the universe. Students will investigate the laws of motion, energy conservation, and emphasis is placed on understanding these concepts through laboratory investigation and generating solutions to problems that address the 21st Century. Students will apply the ideas of physics to technology and develop an awareness of the impact of physics on society. Pre-requisites: Successful completion of Lab Chemistry, Algebra I, and Geometry Included in this document are supplemental assignments and increased rigor that address the Honors level of this course. Honors Physics pre-requisites: Successful completion of Honors Chemistry, Honors Algebra and Honors Geometry iv Unit Plan Title Suggested Time Frame One-Dimensional Motion 2 weeks Overview / Rationale The One-Dimensional Motion Unit focuses on one of the major purposes of physics in studying the motion of objects. Everything in the world moves, even if it seems stationary due to the Earth’s rotation. Kinematics will be introduced to the student with basic concepts of motion. The basic physics of motion in which an object moves along a single axis (one-dimensional motion) will be analyzed in depth and will be the foundation in studying vectors and motion in two and three dimensions. This unit will introduce students to the concept motion and the forces that cause it. The motion of an object can be described by its position and velocity as functions of time and by its average speed and average acceleration during intervals of time. It will investigate this motion using both graphical and mathematical methods and will look at scenarios with and without acceleration. They will be able to distinguish between distance and displacement as well as speed and velocity. Through demonstration, experimentation, and calculations students will be able to explain different aspects of an object’s motion. Several professional fields, including geology, medicine, and sports, utilize the topics that will be studied within this unit. Science Common Core Standards 2009 5.1 Science Practices: All students will understand that science is both a body of knowledge and an evidence-based, model-building enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in science. 5.2 Physical Science: All students will understand that physical science principles, including fundamental ideas about matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living, and Earth systems science. E. Forces and Motion: It takes energy to change the motion of objects. The energy change is understood in terms of forces. 5.2.12.E.1 Compare the calculated and measured speed, average speed, and acceleration of an object in motion, and account for differences that may exist between calculated and measured values. ELA Common Core Standards 2010 Reading: Key Ideas and Details RST.11-12.2: Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. RST.11-12.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. Craft and Structure RST.11-12.4. Determine the meaning of symbols, key terms, and other domain-specific words 1 and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics. Integration of Knowledge and Ideas RST.11-12.9. Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. Writing: Text Types and Purposes WHST.11-12.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. Production and Distribution of Writing WHST.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 2010 Mathematics Common Core Standards Reason quantitatively and use units to solve problems. N-Q.1. Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays N-Q.2. Define appropriate quantities for the purpose of descriptive modeling. N-Q.3. Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. Summarize, represent, and interpret data on single count or measurement variable. S-ID.1. Represent data with plots on the real number line (dot plots, histograms, and box plots). Understand and evaluate random processes underlying statistical experiments. S-IC.1. Understand statistics as a process for making inferences about population parameters based on a random sample from that population. S-IC.2. Decide if a specified model is consistent with results from a given data-generating process, e.g., using simulation. Make inferences and justify conclusions from sample surveys, experiments, and observational studies. S-IC.3. Recognize the purposes of and differences among sample surveys, experiments, and observational studies; explain how randomization relates to each. S-IC.6. Evaluate reports based on data. Interpret the structure of expressions. A-SSE.1. Interpret expressions that represent a quantity in terms of its context. Perform arithmetic operations on polynomials. A-APR.1. Understand that polynomials form a system analogous to the integers, namely, they 2 are closed under the operations of addition, subtraction, and multiplication; add, subtract, and multiply polynomials. Create equations that describe numbers or relationships. A-CED.1. Create equations and inequalities in one variable and use them to solve problems A-CED.4. Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. Understand solving equations as a process of reasoning and explain the reasoning. A-REI.1. Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method. Solve equations and inequalities in one variable. A-REI.3. Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters. Represent and solve equations and inequalities graphically. A-REI.10. Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line. Experiment with transformations in the plane. G.CO.1. Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc. Understand congruence in terms of rigid motions. G-CO.6. Use geometric descriptions of rigid motions to transform figures and to predict the effect of a given rigid motion on a given figure; given two figures, use the definition of congruence in terms of rigid motions to decide if they are congruent. Define trigonometric ratios and solve problems involving right triangles. G-SRT.6. Understand that by similarity, side ratios in right triangles are properties of the angles in the triangle, leading to definitions of trigonometric ratios for acute angles. Use coordinates to prove simple geometric theorems algebraically. G-GPE.5. Prove the slope criteria for parallel and perpendicular lines and use them to solve geometric problems (e.g., find the equation of a line parallel or perpendicular to a given line that passes through a given point). G-GPE.6. Find the point on a directed line segment between two given points that partitions the segment in a given ratio. Represent and model with vector quantities. N-VM.1. Recognize vector quantities as having both magnitude and direction. N-VM.2. Find the components of a vector by subtracting the coordinates of an initial point from the coordinates of a terminal point. N-VM.3. Solve problems involving velocity and other quantities that can be represented by vectors. 3 Perform operations on vectors. N-VM.4. Add and subtract vectors. N-VM.5. Multiply a vector by a scalar. 2009 NJCCCS Technology Standards 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. Strand A. Technology Operations and Concepts: The use of technology and digital tools requires knowledge and appropriate use of operations and related applications. 8.1.12.A.2: Produce and edit a multi-page document for a commercial or professional audience using desktop publishing and/or graphics software. Essential Questions What is the difference between speed and velocity? How can we calculate the motion of a falling object? How does gravity affect objects of different masses? Enduring Understandings Speed is a scalar quantity and velocity is a vector quantity. Falling objects accelerate and we can use our three equations of motion to model their motion. The acceleration due to gravity is constant and effect all objects the same, ignoring air resistance. x In this unit plan, the following 21st Century themes and skills are addressed Check ALL that apply – Indicate whether these skills are: E – encouraged st 21 Century Themes T – taught A – assessed ETA Creativity and Innovation Global Awareness ETA Critical Thinking and Problem Environmental Literacy Solving ETA Communication Health Literacy ETA Collaboration Civic Literacy Financial, Economic, Business and Entrepreneurial Literacy Student Learning Targets / Objectives Students will know that… Peer reviewed research and collaboration increases the ability of scientists to search for new knowledge that may lead to new scientific discoveries. Students will be able to… ●Explain the importance of peer-review in science. ● Define and list properties of physics. 4 Physics is the study of the physical world, from motion and energy to light and electricity. Physics develops powerful models that can be used to describe many things in the physical world. Physics equations describe relationships. Physicists make their work easier b y summarizing data in tables and graphs and by abbreviating quantities in equations. Order of magnitude estimations check answers. Force causes an object to move. Displacement and velocity are distance and speed with direction. One-dimensional motion is the simplest form of motion. There is basic equation of one dimensional motion with and without acceleration. Motion takes place over time and depends upon the frame of reference. Displacement is a change in position and can be positive or negative. Average velocity is the displacement divided by the time interval. Velocity can be interpreted graphically. Acceleration is the rate of change of velocity with respect to time and has direction and magnitude. The slope and shape of a graph describe an object’s motion. Gravity affects falling objects. Freely falling bodies undergo constant acceleration, which is constant during upward and downward motion. ● Describe the field of kinematics and how it relates to us. ● Explain what causes an object to move. ● Model various aspects of an object’s motion ●Locate an object on an x-axis and determine its direction. ● Compute average velocity and average speed of a moving object, using proper formulas and units. ● Determine an object’s instantaneous velocity. ●Calculate the average acceleration and the instantaneous acceleration, using proper formulas and units. ●Analyze the mechanism and calculate constant acceleration, using proper formulas and units. ● Describe and calculate free-fall acceleration and its magnitude. ● Interpret and formulate graphs in motion analysis. Assessments Pre-Assessments Students should know… How to manipulate and solve equations with one variable. The basic units of the metric system. The steps of the scientific method. 5 Formative Assessments 1-D Motion practice WS Various problems and calculations Type II: Scientific Method (RST.11-12.2) Motion Graph, walk the line Group Assessment. Motion Graph Activity (RST.11-12.3) Velocity Lab Free Fall Lab Objects launched Upward Lab Summative Assessments 1) Written Unit Test: One Dimensional Motion Test A (CP) 16 MC, 2 SA, 4 OEQ One Dimensional Motion Test B (H) 12 MC, 4 SA, 5 OEQ 2) Performance Task: Building and racing rules for the Mousetrap Car Project. Directions: In addition to building and “racing” a mousetrap car, you will be required to understand the physics of your car by taking measurements and calculating your car’s efficiency. Building and racing your mousetrap car: Only one standard (5 x 10 cm) mousetrap may be used. To ensure that everyone has the same power source, the mousetrap must be bought for the 55 cents provided by your teacher. The trap must remain intact; the spring and the release mechanism cannot be modified or moved from the wood base of the mousetrap. Screws and nails, for example, can be used to attach the mousetrap to the car, but wood cannot be cut or removed from the base. No launching ramps are allowed; all parts of the vehicle must move forward as a whole. The only energy source allowed at the start of the race is that which is stored in the mousetrap spring. You may not hold the vehicle during release or push the vehicle. “Coasting velocity”: Using the equation velocity = distance / time, find the velocity of your vehicle in m/s when the car is coasting after the force from the lever is expended. Honors Performance Task: The honors students will also complete a “to-scale diagram” of the car and a reflective essay. Resources Texts: Holt Physics 2009, by Serway & Faughn: Chapter 1, for student review, Chapter 2, One Dimensional Motion, for examples and homework. Supplemental Workbooks: Holt Physics 2009, Chapter 2 workbooks that accompany the above text 6 Websites: 1) http://aapt.org/resources/ (American Association of Physics Teachers) 2) http://www.physicsforums.com/showthread.php?t=254850 (Physics forums) 3) http://www.thephysicsfront.org/ (National Science Foundation – Physics Teaching Resources) 4) http://learningcenter.nsta.org/products/science_objects.aspx (National Science Teaching Association –Learning Center) 5) http://phet.colorado.edu/ (University of Colorado -Interactive Physics Simulations) 6) http://www.physics.gatech.edu/academics/classes/2211/main/demos/displacement/DDis.html (Georgia Tech School of Physics teacher resources) Worksheets: (located on the NHS H: drive) Data studio directions Data Studio Questions 1-D Motion practice WS Acceleration Practice Review Sheet Ch 2 Lab/Activities: (located on the NHS H: drive) Motion graph worksheet PowerPoint’s for each day’s lesson Velocity Lab Freefall Lab Objects launched upward Lab Supplemental Videos: 1) Mythbusters: Penny off the Empire State Building 2) http://www.youtube.com/watch?v=iCqm5uxc2dE (NASA: work, force, energy and motion) 3) http://www.youtube.com/watch?v=kJtnYtKRp2w (One-dimension motion) Guiding Questions Day 1: What will be studied in Physics this year? Teaching and Learning Strategies Suggested Resources Suggested Teaching Strategies/ (materials, websites, worksheets, etc.) Assessment Strategies 1st Day Physics Power Point Anticipatory Set: “Getting to Know You” Activity. Get a partner and write Safety Contracts your partners names, birthdays and two things you didn't know about them Rules and procedures document before class today on your note card. Holt Physics textbooks What are the units of the metric system? Teacher website (if applicable) Holt Online access site PowerPoint: contains the Do Now, class procedures, grading policy, and safety equipment, technology in the classroom, metric units/conversions, and closure activity. 7 http://my.hrw.com/ Day 2: Safety Test PowerPoint What safety Safety Test and Answer sheet procedures and Data studio directions & Questions equipment must students be aware of in the lab? What are the most accurate and easy to use displays in data studio? Distribute text books Closure: Have each student list as many SI units as they can and then move about the room and find examples of how they can be used. Students will then share lists. Anticipatory Set: List the safety equipment in this room. Review list, noting the location of each item. Administer the Safety Test. Data studio exploration: Have the students follow the instructions and discover how to use data studio with the photogate probe. Closure: Group discussion of the displays in data studio and how we could use the photogate in a lab. ELA Connection: Scientific Argument – “The Scientific Method’s Relevancy in Today’s Research” Day 3: The Scientific Method PowerPoint How can we apply the scientific method to a real life problem? Lab Report and Lab performance rubrics How can we quantify the motion of a cart on a track? Velocity Lab: uses data studio, 1 photogate, 1 photogate bracket, one dynamics cart, one flag for the cart and one dynamics track. Anticipatory Set: Collins Type II Writing: Write down as many facts from last night's reading as you can recall. Discuss the basic definition of physics and its’ basic categories. Review the Scientific Method (in PowerPoint) Review the lab rubrics, use examples from past students to show what is expected in the Lab reports. Emphasize goggles and other safety items and the penalty for not adhering to the rules (10 points off per incident) 8 Lab: measuring velocity of a cart on a track (in PowerPoint) Closure: Have the students discuss lab results and error sources for the measurements they took. Go over any questions they may have about typing up the lab report. Day 4: How can an object have multiple velocities at the same time? Linear Motion PowerPoint Distance vs. Displacement video http://www.youtube.com/watch?v=ed m8uy7O9NY Speed vs. Velocity http://www.youtube.com/watch?v=6lrr6-ADY0 What is the difference between speed and velocity? Homework: Holt 2009 Pg. 44; 1 - 6 Anticipatory Set: What is the speed of a car which travels 300 km in 2.5 hours? How far would that car go if it had traveled that speed for 5 hours? Review relative motion and frame of reference and then discuss the difference between distance and displacement (in PowerPoint & video) Discuss speed vs. velocity and instantaneous speed using lab results and the video. How are instantaneous velocity and average velocity related? Closure: A runner runs 2 Km west, then 3 Km east and then 5 Km west. The whole run takes ½ an hour. What is the runner’s average speed and velocity? *You drive 55 mph for 2 hours, stop and get lunch for an hour, then drive 60 mph for an hour and a half. What is the average speed of the whole trip? Day 5: Motion Graphs PowerPoint What information can be ascertained by studying the graph of an objects position vs. Time? Motion Graphs Handout Motion Graphs Walk the Line handout Motion Graph activity: uses one motion sensor and data studio. Homework: Holt 2009 Pg. 47; 2, 4 & 5 Anticipatory Set: On a trip you drive east for 3 hours at 60 mph. Then you go west for an hour going 70 mph. You stop for ½ an hour and then continue east for 2 hours going 55 mph. What is your average speed and velocity for the trip? Motion Graph activity (setup in PowerPoint, use both handouts) 9 Discuss the different aspects of the graphs during the closure *Make connections between the derivative of the graph and the instantaneous velocity of the object. Day 6: Acceleration PowerPoint What happens to our equations when the velocity of an object changes? Lab Physics Formula Sheet Motion Graph walk the line Motion graph performance task Rubric Closure: Group discussion on the properties of motion graphs and an example. Anticipatory Set: Calculate the average velocity of a rock that falls 90 meters in 3 seconds. If a car traveled 100 miles in 2 hours, what does that tell you about it’s instantaneous speed for at least one second during the trip? Motion Graph Assessment: Distribute each group 1 of the 9 walk the line graphs and let them discuss how to make the graph. Have each group design and make their graph using data studio and the motion detector on the teacher machine. Administer each group a quiz grade based on how closely they matched their graph (rubric) Review acceleration and the 3 equations of motion (in PowerPoint) and hand out Formula sheets (can be used on all tests and exams) Closure: Examples 1, 2 & *3 Day 7: Free Fall! PowerPoint Do objects in free fall accelerate? Free Fall Lab: uses data studio, 1 photogate, 1 table clamp, 1 photogate rod, 1 picket fence and 1 time of flight accessory. How does mass effect the time of Homework: Holt 2009 Pg. 55; 1 - 4 Anticipatory Set: An owl is flying with an acceleration of 3 m/s2 to the east. His initial velocity is 4 m/s east. After 50 meters what is his new velocity and how long did his flight take? Free Fall Lab: two part lab involving using the picket fence to measure acceleration due to gravity and 10 flight of an object in free fall? measuring the time of flight for 4 different massed balls (in PowerPoint) Day 8: Air Resistance PowerPoint Why do some objects fall slower than others if gravity effects all objects the same? Video: Mythbusters Penny off the Empire State Building Demonstration: Graph the position of coffee filters as the fall above the motion sensor for the class. Stack more and more together to show how the mass effects air resistance. Crumple one up and drop it to show the effect of cross sectional area. Closure: go over the results of the lab by having a class discussion. Make sure error sources are addressed as well as time of flight being independent of mass. Air resistance will be discussed tomorrow and ignored for now. Anticipatory Set: If a car accelerates from rest to a velocity of 40 m/s in 5 seconds, what is it’s acceleration? How far did it go during those 5 seconds? Review a free fall problem (in PowerPoint) Show video Review air resistance, free fall and terminal velocity using examples from the video (in PowerPoint) Closure: You are contemplating jumping off the side of a cliff into a pool of deep water below. You want to know how high the drop is before you jump. What could you do? *You are on top of a tower playing paintball. You see an opponent reach the ladder directly below you so you shoot at him. Your gun fires at 20 m/s and it takes 1.5 seconds to hit him. How tall is the tower and how fast is the paint ball going at the bottom? Day 9: How can we calculate the launch velocity of a projectile launcher? Objects Launched upward lab PowerPoint Objects Launched Upward Lab: uses 1 projectile launcher, 1 metal ball, 1 meter stick, 5-6 old text books, 1 ring stand, 1 photogate and rod, 1 angle clamp, data studio, 1 time of flight Anticipatory Set: You drop a watermelon off the top of the Admin building across the street. It drops 16 meters and hits the sidewalk below. Ignoring air resistance, how fast was it going when it hit the ground? Objects launched upward lab: Make 11 accessory and 1 pair of goggles per student Day 10: Objects launched upward PowerPoint What is the difference between a position graph and a velocity graph? Activity: Velocity Graphs, uses 1 motion sensor and data studio Velocity Graphs handout sure everyone wears goggles the entire time; launchers must be set to click 2 each time. Set up is in PowerPoint. Closure: Go over results as a class, discuss error sources and show students how to calculate both velocities. Completed data table is their exit ticket. Anticipatory Set: You want to throw a ball onto a roof 25 meters high. How fast do you have to throw it? How long will it take to get to the roof? Review ball example and the symmetric properties of objects thrown straight up that land at the same level (in PowerPoint) Velocity Graphs: Have students try and match each graph and write down what they did to create each one. Discuss any difficulty in completing the activity, go over velocity graphs and *make connections between Position, Velocity and Acceleration and the derivative and integral of each graph. Homework: Holt 2009 Pg 70; 26, 30, 31 & 36 (a, *b & *c) Closure: If you throw a ball at 25 m/s, will it make it to your friend on a roof 15 meters tall? Day 11: Review Chapter 2 PowerPoint Review for Unit 1 test. Review Sheet Chapter 2 Review Chapter 2 Notebook file If so, how much higher than the roof will it go? *If your friend catches it right before it hits the roof, how fast will it be going? Anticipatory Set: You throw a water balloon in the air at 12 m/s. You then run away from that spot at 5 m/s. How far away can you get before the balloon hits the ground? Review and examine examples and have 12 students work in groups on the review sheet. Have them enter their responses in the Smart Responders if available. Day 12: Chapter 2 Test PowerPoint Unit 1 test Chapter 2 test A One Dimensional Motion Day 13: Performance Task *Chapter 2 Test B One Dimensional Motion Mouse Trap Car Project Building and racing rules for the Mousetrap Car Project Closure: Discuss the review sheet using the responder results to spend more time on the question most of the class had trouble with. Anticipatory Set: Acceleration example (in PowerPoint) Administer Unit 1 Test Have students complete the performance task in class and race their cars according to the rules hand out. Collins Type III Writing: Lab report on the Mouse Trap Car Project *Indicates Honors level differentiation Electronic copies of all notes, labs, handouts, assignments, etc. are located on the science folder on the H: drive. All hard copies are located in the master binder in the science prep room. Suggestions on how to differentiate in this unit: Provide hands-on labs with format skeletons to groups of students. Facilitate group discussions to assess understanding among varying ability levels of students. Provide more opportunities for advanced students. Draw and label diagrams to represent some of the data for visual learners. Provide choice to students for group selections and roles in the group. Provide modeling, where possible. Provide real-life or cross-curricular connections to the material. Provide time for revision of work when students show need. ESSENTIAL VOCABULARY: Average Velocity, Displacement, Free Fall, Acceleration, Air resistance, Terminal Velocity, Instantaneous Velocity 13 Unit Plan Title Suggested Time Frame Vectors in Two-Dimensional Motion 2 weeks Overview / Rationale The focus of the Vectors and Motion in Two-Dimensions Unit is to introduce the student to vectors, a mathematical language of physics to describe quantities. This special navigational language is the common speech of many practices in our society. This unit takes a deeper look into the concept of motion by studying motion in two dimensions. Students will investigate this motion using both graphical and mathematical methods and will look at scenarios with and without acceleration. They will also be able to look as velocity and displacement as vector quantities and they will be able to combine vectors as well as split them into components. The concepts in this unit are the premise of rotation. Science Common Core Standards 2009 5.1 Science Practices: All students will understand that science is both a body of knowledge and an evidence-based, model-building enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in science. 5.2 Physical Science: All students will understand that physical science principles, including fundamental ideas about matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living, and Earth systems science. E. Forces and Motion: It takes energy to change the motion of objects. The energy change is understood in terms of forces. 5.2.12.E.1 Compare the calculated and measured speed, average speed, and acceleration of an object in motion, and account for differences that may exist between calculated and measured values. ELA Common Core Standards 2010 Reading: Key Ideas and Details RST.11-12.2: Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. RST.11-12.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. Craft and Structure RST.11-12.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics. 14 Integration of Knowledge and Ideas RST.11-12.9. Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. Writing: Text Types and Purposes WHST.11-12.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. Production and Distribution of Writing WHST.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 2009 NJCCCS Technology Standards 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. Strand A. Technology Operations and Concepts: The use of technology and digital tools requires knowledge and appropriate use of operations and related applications. 8.1.12.A.2: Produce and edit a multi-page document for a commercial or professional audience using desktop publishing and/or graphics software. 2010 Mathematics Common Core Standards Reason quantitatively and use units to solve problems. N-Q.1. Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays N-Q.2. Define appropriate quantities for the purpose of descriptive modeling. N-Q.3. Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. Summarize, represent, and interpret data on single count or measurement variable. S-ID.1. Represent data with plots on the real number line (dot plots, histograms, and box plots). Understand and evaluate random processes underlying statistical experiments. S-IC.1. Understand statistics as a process for making inferences about population parameters based on a random sample from that population. S-IC.2. Decide if a specified model is consistent with results from a given data-generating process, e.g., using simulation. Make inferences and justify conclusions from sample surveys, experiments, and observational studies. S-IC.3. Recognize the purposes of and differences among sample surveys, experiments, and observational studies; explain how randomization relates to each. S-IC.6. Evaluate reports based on data. 15 Interpret the structure of expressions. A-SSE.1. Interpret expressions that represent a quantity in terms of its context. Perform arithmetic operations on polynomials. A-APR.1. Understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of addition, subtraction, and multiplication; add, subtract, and multiply polynomials. Create equations that describe numbers or relationships. A-CED.1. Create equations and inequalities in one variable and use them to solve problems A-CED.4. Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. Understand solving equations as a process of reasoning and explain the reasoning. A-REI.1. Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method. Solve equations and inequalities in one variable. A-REI.3. Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters. Represent and solve equations and inequalities graphically. A-REI.10. Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line). Experiment with transformations in the plane. G.CO.1. Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc. Understand congruence in terms of rigid motions. G-CO.6. Use geometric descriptions of rigid motions to transform figures and to predict the effect of a given rigid motion on a given figure; given two figures, use the definition of congruence in terms of rigid motions to decide if they are congruent. Define trigonometric ratios and solve problems involving right triangles. G-SRT.6. Understand that by similarity, side ratios in right triangles are properties of the angles in the triangle, leading to definitions of trigonometric ratios for acute angles. Use coordinates to prove simple geometric theorems algebraically. G-SRT.8. Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems. G-GPE.5. Prove the slope criteria for parallel and perpendicular lines and use them to solve geometric problems (e.g., find the equation of a line parallel or perpendicular to a given line that passes through a given point). G-GPE.6. Find the point on a directed line segment between two given points that partitions the segment in a given ratio. 16 Essential Questions How are vectors and scalars used and why are they important? How are the horizontal and vertical velocities of a projectile related? How can two people get different measurements for the same objects velocity? Enduring Understandings A vector is a quantity having direction as well as magnitude, and is used to determine the position of one point in space relative to another. Vectors and scalars are used in many areas other than physics, including medicine, sports, and everyday life. The horizontal and vertical velocities of a projectile are separate components and do not directly affect one another. Measuring the velocity of an object is relative and depends on the frame of reference of the observer. x In this unit plan, the following 21st Century themes and skills are addressed Check ALL that apply – Indicate whether these skills are: E – encouraged 21st Century Themes T – taught A – assessed ETA Creativity and Innovation Global Awareness ETA Critical Thinking and Problem Environmental Literacy Solving ETA Communication Health Literacy ETA Collaboration Civic Literacy Financial, Economic, Business and Entrepreneurial Literacy Student Learning Targets / Objectives Students will know that… Students will be able to… A scalar is a quantity completely Discuss how vectors and scalars are specified by only a number with used in today’s world. appropriate units. Illustrate and interpret vectors for quantities with magnitude and A vector is a quantity that has magnitude and direction. direction. Vectors can be added graphically using Add vectors geometrically using proper the triangle method in addition. formulas and units. The Pythagorean Theorem and the Demonstrate how to break a vector into inverse tangent function can be used to components. find the magnitude and direction of a Use coordinate systems to describe and resultant vector. calculate unit vectors, using proper formulas and units. Any vector can be resolved into its component vectors by using the sine Calculate the velocity, displacement, and cosine functions. acceleration and time of a object in projectile motion in two dimensions. A projectile has a constant horizontal 17 velocity and constant downward freefall acceleration. In the absence of air resistance, projectiles follow a parabolic path. The reference point effects an observer’s observation of a moving object. Calculate relative velocities. (D) Discuss and relate examples of projectile motion. Analyze projectile motion horizontally and vertically. Describe situations in terms of frame of reference. Assessments Pre-Assessments Students should know… How to add Vectors. The basic trigonometry functions. How to use the Pythagorean Theorem. Formative Assessments Various problems and calculations Projectile Motion Practice WS 2-D Free Fall Lab Projectile Lab Summative Assessments 1) Written Unit Test: Two Dimensional Motion Test A (CP) 15 MC, 3 SA, 3 OEQ Two Dimensional Motion Test B (H) 11 MC, 2 SA, 6 OEQ 2) Performance Task: Create a device that will launch a ball as far away as possible. Competition Rules: Each team will be able to purchase materials that could be used to create a launching device. Each team will receive only $40 to spend on materials. Teams may use all or part of the materials and are not allowed to share materials with other teams. All unused materials should be saved in case repairs are needed during competition. Teams will be allowed time to build and test their device. Competitors are allowed to bring diagrams to help them build their device. Device Requirements: The device cannot be attached to the desk via tape. Your device must be in contact with the desk when fired. Your device must be powered by the energy stored in the device and may not be aided by a helping hand. (I.e. you many not propel any part of the devise forward in any way, the forward motion must come from the device itself.) Testing Procedure: Your device will be fired by ONE of your teammates. The other members of your team can not touch the devise in any way. Each team will be allowed 3 attempts to launch the ball as far as possible. You will receive time in-between shots to adjust your device. The team with the longest distance wins! 18 Grade: You will hand in a lab report for your project (see lab report rubric) You will hand in a scale drawing of your design You will hand in calculations showing how fast your device fires Honors Performance Task: Same as above but include a detailed budget report and calculations showing the range and time of flight for your device. Resources Texts: Holt Physics. 2009, by Serway & Faughn: Chapter 3 for examples and homework. Supplemental Workbooks: Holt Physics 2009, Chapter 3 workbooks that accompany the above text Websites: 1) http://aapt.org/resources/ (American Association of Physics Teachers) 2) http://www.physicsforums.com/showthread.php?t=254850 (Physics forums) 3) http://www.thephysicsfront.org/ (National Science Foundation – Physics Teaching Resources) 4) http://learningcenter.nsta.org/products/science_objects.aspx (National Science Teaching Association –Learning Center) 5) http://phet.colorado.edu/ (University of Colorado -Interactive Physics Simulations) 6) http://www.physics.gatech.edu/academics/classes/2211/main/demos/displacement/DDis.html (Georgia Tech School of Physics teacher resources) 7) http://www.scientificamerican.com/article.cfm?id=football-vectors Worksheets: (located on the NHS H: drive) Data studio directions Data Studio Questions 1-D Motion practice WS Acceleration Practice Review Sheet Lab/Activities: (located on the NHS H: drive) Motion graph worksheet 2-D Free Fall lab Launch Angle Lab Super Slingers Lab PowerPoint’s for each day’s lesson. Supplemental Videos: 1) Mythbusters: Bullet dropped vs. Bullet fired time of flight 2) http://www.youtube.com/watch?v=EUrMI0DIh40 (Scalars and vectors) 3) http://www.youtube.com/watch?v=xJBGfPfE4fQ (Vectors) 19 4) http://www.youtube.com/watch?v=rMVBc8cE5GU (Projectile motion) 5) http://www.youtube.com/watch?v=HRFbruIXVaY&feature=related (Projectile motion example) Guiding Questions Day 1: How does horizontal velocity effect time of flight? Teaching and Learning Strategies Suggested Resources Suggested Teaching Strategies/ (materials, websites, worksheets, etc.) Assessment Strategies 2-D Free Fall PowerPoint Anticipatory Set: Vertical 1-D problem (in PowerPoint) Lab: Data Studio, black optics track, table clamp, photogate, ring stand Lab: Illustrates the relationship between rod, time of flight pad and angle rod horizontal and vertical motion for a clamp. projectile (in PowerPoint) Introduce the concept of vectors (in PowerPoint) Closure: Adding vectors at right angles with Pythagorean theorem practice (in PowerPoint) Day 2: Vectors PowerPoint How do our equations of motion apply to an object moving in 2 dimensions? Dropped vs. Fired Mythbusters Video Shoot-n-drop billiard ball video Close Reading Assignment: What are vectors and how are they used? http://www.scientificamerican.com/artic le.cfm?id=football-vectors Anticipatory Set: Adding vectors problems (in PowerPoint) Collins Type II writing: 5 facts about last night's reading (in PowerPoint) Notes on vectors and projectiles (in PowerPoint) Horizontal launch problem (in PowerPoint) Mythbusters Video: Re-enforces the independence of horizontal and vertical velocity for an object moving in 2 dimensions. Shoot-n-drop: shorter alternative to Mythbusters video, same concept on a smaller scale 20 2nd tower problem and *plane problem in (PowerPoint) Closure: Using trig to find a missing side given an angle (in PowerPoint) Day 3: Launch Angle PowerPoint How will launching a ball up at an angle effect the time of flight and range? Day 4: 2-D truck drop video Where will our variables be used in solving 2-D projectiles problems at an angle? Drop Shot apparatus: used in conjunction with monkey problem (set up and test ahead of time, usually take a few tries to get the aiming right). Use the large launcher on click 2 and the yellow plastic ball to simulate the tranquilizer dart. Lab: Projectile launcher, Data Studio, photogate, ring stand, time of flight pad, 6 old text books, angle clamp and small metal ball. After Launch Angle PowerPoint Homework: 101, #3 at the bottom of the page Anticipatory Set: Ball dropper from train problem (in PowerPoint) Lab: illustrates the effect of launch angle on a projectile's flight (in PowerPoint) Closure: Review the results and calculations of the Vx and launch velocity Anticipatory Set: Launch angle problem (in PowerPoint) Launch problem (in PowerPoint) Monkey problem: have student think about the scenario and take a class poll of their guesses. Use the drop shot apparatus to show that the banana gets hit, not the monkey. Hammy in China? Problem. Use to further re-enforce horizontal and vertical independence. Closure: Eli manning practice problem or *Stuntman problem. Day 5: What changes when the launch and landing location are not level? Uneven projectile Launch PowerPoint Homework: Pg 101, 1 - 3 on the top of the page Anticipatory Set: Projectile launch angle problem (in PowerPoint) Cannon problem: Have student try and solve and then go over it with them. Projectile launcher from the desk problem: Have the students try it and then have someone solve it on the board. 21 Correct any mistakes (in PowerPoint) Closure: Have the student work on the tower problem together and then go over it (in PowerPoint) Day 6: Relative Velocity PowerPoint If the frame of reference is moving, how will it affect the measurement of velocity for observers in that frame? Review Sheet Ch. 2 2-D truck drop video: Use to reenforce the do now example. Review one projectile example (in PowerPoint) Review relative velocity notes and examples (in PowerPoint) Review the chapter with notes on the three basic types of projectile launch (in PowerPoint) Day 7: Review Ch 3 PowerPoint Review for Test Review Sheet Ch. 2 Review 2-D motion notebook file: use with smart responders to go over review sheet if available. Day 8: Test PowerPoint Test 2-D motion (Q1) Q1 Lab Physics Q1 *Honors Physics Day 9: Performanc e task Homework: Page 103; 1 & 2 Anticipatory Set: Launch angle problem (in PowerPoint) Projectile Launcher Performance Task “Super Slingers” Hand out for rules and testing procedures Closure: Have the students complete the first 1/2 of the review sheet together in small groups. Anticipatory Set: Ski Jumper problem (in PowerPoint) Provide students time to complete review sheet in groups. Closure: Go over the sheet taking any questions as they come up. Anticipatory Set: Plane problem (in PowerPoint) Administer the Q1 to students; they should need the rest of the block to finish. Have the students complete the performance task as per the hand out and test their devices. Collins Type III Writing: Lab report on the performance task. *Indicates Honors level differentiation 22 Electronic copies of all notes, labs, handouts, assignments, etc. are located on the science folder on the H: drive. All hard copies are located in the master binder in the science prep room. Suggestions on how to differentiate in this unit: Provide hands-on labs with format skeletons to groups of students. Facilitate group discussions to assess understanding among varying ability levels of students. Provide more opportunities for advanced students. Draw and label diagrams to represent some of the data for visual learners. Provide choice to students for group selections and roles in the group. Provide modeling, where possible. Provide real-life or cross-curricular connections to the material. Provide time for revision of work when students show need. ESSENTIAL VOCABULARY: Vector, resultant, component, projectile motion, relevant velocity and launch angle 23 Unit Plan Title Suggested Time Frame Forces and The Laws of Motion 3 weeks Overview / Rationale The focus of the Motion Unit is to introduce students to the concept of motion. The motion of an object can be described by its position and velocity as functions of time and by its average speed and average acceleration during intervals of time. The laws of Newtonian mechanics will be studied, as well as its applications in everyday life. Students will learn about friction, the force of gravity and the normal force. They will discover the concept of net force and how to calculate it and they will apply this concept to a variety of situations and problems. Through various calculations, students will be able to explain different aspects of an object’s motion. Science Common Core Standards 2009 5.1 Science Practices: All students will understand that science is both a body of knowledge and an evidence-based, model-building enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in science. 5.2 Physical Science: All students will understand that physical science principles, including fundamental ideas about matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living, and Earth systems science. E. Forces and Motion: It takes energy to change the motion of objects. The energy change is understood in terms of forces. 5.2.12.E.3 Create simple models to demonstrate the benefits of seatbelts using Newton's first law of motion. 5.2.12.E.4 Measure and describe the relationship between the force acting on an object and the resulting acceleration. ELA Common Core Standards 2010 Reading: Key Ideas and Details RST.11-12.2: Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. RST.11-12.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. Craft and Structure RST.11-12.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics. Integration of Knowledge and Ideas RST.11-12.9. Synthesize information from a range of sources (e.g., texts, experiments, 24 simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. Writing: Text Types and Purposes WHST.11-12.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. Production and Distribution of Writing WHST.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 2010 Mathematics Common Core Standards Reason quantitatively and use units to solve problems. N-Q.1. Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays N-Q.2. Define appropriate quantities for the purpose of descriptive modeling. N-Q.3. Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. Summarize, represent, and interpret data on single count or measurement variable. S-ID.1. Represent data with plots on the real number line (dot plots, histograms, and box plots). Understand and evaluate random processes underlying statistical experiments. S-IC.1. Understand statistics as a process for making inferences about population parameters based on a random sample from that population. S-IC.2. Decide if a specified model is consistent with results from a given data-generating process, e.g., using simulation. Make inferences and justify conclusions from sample surveys, experiments, and observational studies. S-IC.3. Recognize the purposes of and differences among sample surveys, experiments, and observational studies; explain how randomization relates to each. S-IC.6. Evaluate reports based on data. Interpret the structure of expressions. A-SSE.1. Interpret expressions that represent a quantity in terms of its context. Perform arithmetic operations on polynomials. A-APR.1. Understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of addition, subtraction, and multiplication; add, subtract, and multiply polynomials. Create equations that describe numbers or relationships. A-CED.1. Create equations and inequalities in one variable and use them to solve problems A-CED.4. Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. 25 Understand solving equations as a process of reasoning and explain the reasoning. A-REI.1. Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method. Solve equations and inequalities in one variable. A-REI.3. Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters. Represent and solve equations and inequalities graphically. A-REI.10. Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line. Experiment with transformations in the plane. G.CO.1. Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc. Understand congruence in terms of rigid motions. G-CO.6. Use geometric descriptions of rigid motions to transform figures and to predict the effect of a given rigid motion on a given figure; given two figures, use the definition of congruence in terms of rigid motions to decide if they are congruent. Define trigonometric ratios and solve problems involving right triangles. G-SRT.6. Understand that by similarity, side ratios in right triangles are properties of the angles in the triangle, leading to definitions of trigonometric ratios for acute angles. Use coordinates to prove simple geometric theorems algebraically. G-SRT.8. Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems. G-GPE.5. Prove the slope criteria for parallel and perpendicular lines and use them to solve geometric problems (e.g., find the equation of a line parallel or perpendicular to a given line that passes through a given point). G-GPE.6. Find the point on a directed line segment between two given points that partitions the segment in a given ratio. Represent and model with vector quantities. N-VM.1. Recognize vector quantities as having both magnitude and direction. N-VM.2. Find the components of a vector by subtracting the coordinates of an initial point from the coordinates of a terminal point. N-VM.3. Solve problems involving velocity and other quantities that can be represented by vectors. Perform operations on vectors. N-VM.4. Add and subtract vectors. N-VM.5. Multiply a vector by a scalar. 26 2009 NJCCCS Technology Standards 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. Strand A. Technology Operations and Concepts: The use of technology and digital tools requires knowledge and appropriate use of operations and related applications. 8.1.12.A.2: Produce and edit a multi-page document for a commercial or professional audience using desktop publishing and/or graphics software. Essential Questions What does the motion of objects depend upon? How are the position, distance, speed, and acceleration of objects related? What causes an object to move and how do magnitude and direction of the net force determine the motion of an object? Enduring Understandings The motion of objects depends upon the different types of forces acting on it. Through various calculations, position, speed, and acceleration of objects can be determined. The motion of objects depends on the different forces acting on it. In this unit plan, the following 21st Century themes and skills are addressed Check ALL that apply – 21st Century Themes Global Awareness Environmental Literacy x Health Literacy Civic Literacy Financial, Economic, Business and Entrepreneurial Literacy Student Learning Targets / Objectives Students will know that… Forces can cause accelerations and can act through contact or a distance. Force is a vector. The motion of an object can be changed. Inertia is the tendency of an object not to accelerate. Newton's first law states that an object Indicate whether these skills are: E – encouraged T – taught A – assessed ETA Creativity and Innovation ETA Critical Thinking and Problem Solving ETA Communication ETA Collaboration Students will be able to… Describe how force affects the motion of an object. Illustrate the concept of inertia. Draw a free body diagram. Use F=ma to find mass, acceleration or net force. Determine the net external force on an object. 27 at rest remains at rest, and an object in motion continues in motion with constant velocity unless the object experiences a net external force. The sum of forces acting on an object is the net force. Mass is a measure of inertia. Newton’s second law states that the acceleration of an object is directly proportional to the net force acting on the object and inversely proportional to the object’s mass. Friction affects motion. Newton’s third law states that if two objects interact, the magnitude of the force exerted on object 1 by object 2 is equal to the magnitude of the force simultaneously exerted on object 2 by object 1, and these two forces are opposite in directions. The weight of an object is the magnitude of the gravitational force on the object is equal to the object’s mass times the acceleration due to the gravity. Calculate an object’s acceleration in terms of its mass and the net force acting on it. Describe Newton’s three laws of motion and give examples. Predict the direction and magnitude of the acceleration caused by a known net force. Identify and illustrate third law pairs. Differentiate between weight and mass. Find the direction and magnitude of normal forces. Explain friction with examples. Calculate static and kinetic friction. Assessments Pre-Assessments Students should know… The equations of motion and how to use them. How to add vectors and how to resolve them into components. Formative Assessments Various problems and calculations Newton's First Law Lab Friction Lab Summative Assessments 1) Written Unit Test: Forces & Laws of Motion Test A (CP) 19 MC, 3 SA, 4 OE Forces & Laws of Motion Test B (H) 13 MC, 6 SA, 5 OE 2) Performance Task: Bridging the Gap You are an engineer hired by a local nature adventure park Extreme Environment. The owners are considering a new attraction involving a bungee jump from a rope bridge over a span across the chasm. The bridge will be a suspension bridge. The bungee jump station will be located on the suspension bridge. 28 A surveyor measured the chasm and found: • The chasm is 100 m wide • At the bottom of the chasm is a river • The river is 60 m below the edge of both sides of the chasm Local construction and safety codes state: • The slope from the end of the bridge to a point on the bridge that is 5 m horizontally from the end of the bridge must be between 0.1 and 0.25. • The bungee jump chord stretches to 90% of the vertical distance from the lowest point on the suspension bridge to the river. • The bungee jump must be located at least 5 m away from the sides of the chasm. • The minimum vertical distance a bungee jumper can come to the river is 10 m. Create a mathematical model for the bridge that is represented : numerically (table of values) graphically Analyze using your mathematical models: Determine the minimum clearance from the bridge to the river below Determine a range of horizontal distances where the bungee jump station could be located so it meets the safety requirements Honors Performance Task: Bridging the Gap You are an engineer hired by a local nature adventure park Extreme Environment. The owners are considering a new attraction involving a bungee jump from a rope bridge over a span across the chasm. The bridge will be a suspension bridge. The bungee jump station will be located on the suspension bridge. A surveyor measured the chasm and found: • The chasm is 100 m wide • At the bottom of the chasm is a river • The river is 60 m below the edge of both sides of the chasm Local construction and safety codes state: • The slope from the end of the bridge to a point on the bridge that is 5 m horizontally from the end of the bridge must be between 0.1 and 0.25. • The bungee jump chord stretches to 90% of the vertical distance from the lowest point on the suspension bridge to the river. • The bungee jump must be located at least 5 m away from the sides of the chasm. • The minimum vertical distance a bungee jumper can come to the river is 10 m. Create a mathematical model for the bridge that is represented numerically (table of values) graphically algebraically Analyze using your mathematical models: Determine the minimum clearance from the bridge to the river below Determine whether your model for the bridge meets the slope building code requirement. Determine a range of horizontal distances where the bungee jump station could be located so it meets the safety requirements 29 Resources Texts: Holt Physics. 2009, by Serway & Faughn: Chapter 4, Forces and the Laws of Motion, for examples and homework. Supplemental Workbooks: Holt Physics 2009, Chapter 4 workbooks that accompany the above text Websites: 1) http://aapt.org/resources/ (American Association of Physics Teachers) 2) http://www.physicsforums.com/showthread.php?t=254850 (Physics forums) 3) http://www.thephysicsfront.org/ (National Science Foundation – Physics Teaching Resources) 4) http://learningcenter.nsta.org/products/science_objects.aspx (National Science Teaching Association –Learning Center) 5) http://phet.colorado.edu/ (University of Colorado -Interactive Physics Simulations) 6) http://www.physics.gatech.edu/academics/classes/2211/main/demos/displacement/DDis.html (Georgia Tech School of Physics teacher resources) 7) http://www.scientificamerican.com/article.cfm?id=the-physics-of-disaster (Close Reading) Worksheets: (located on the NHS H: drive) Friction and First Law Practice Friction Practice Net Force Practice Review Sheet Chapter 4 Bridge handouts and Rubric Build materials list Lab/Activities: (located on the NHS H: drive) PowerPoint’s for each day’s lesson Newton’s first law Lab Force of friction Lab Bridge Performance Task Supplemental Videos: 1) Mythbusters: Phone book friction 2) http://science360.gov/obj/video/58e62534-e38d-430b-bfb1-c505e628a2d4 (Science 360 - The Science of football) 3) http://science360.gov/obj/video/70fadaa8-c3d4-4132-ba1f-c98be5caeb14 (Science 360 - The Science of football 2) 4) http://www.youtube.com/watch?v=UVdqxYyFRKY (Newton’s three laws of motion) 5) http://www.youtube.com/watch?v=xpUaf4KDvE0&feature=relmfu (Gravity) 30 Guiding Questions Day 1: Why do things start and stop moving? Teaching and Learning Strategies Suggested Resources Suggested Teaching Strategies/ (materials, websites, worksheets, etc.) Assessment Strategies Newton’s First Law PowerPoint Anticipatory Set: A golf ball is hit at a 25 degree angle at 30 m/s. How far st 1 Law activity: Uses the dynamic away does it land if the ground is level? track, dynamic cart, collision bumper, pulley clamp and various masses. Introduce the concepts of force and net force and discus everyday forces with the students. What is inertia and how is it related to motion? Explain Newton’s first law and then have students complete the 1st law activity. Discus inertia and how it relates to motion and Newton’s 1st Law. Day 2: Force and Friction PowerPoint How are mass, acceleration and net force related? Friction Lab: Uses the data studio, force meter, wooden block, 200 and 500 gram masses and a piece of sandpaper. What factors affect the force of friction? Closure: Have students discus how these relate to the 1st law of motion: Headrests are placed in cars to prevent whiplash injuries during rear-end collisions. While riding a skateboard (or wagon or bicycle), you fly forward off the board when hitting a curb or rock or other object which abruptly halts the motion of the skateboard. Anticipatory Set: Write down two examples of Newton’s 1st Law. Discus Newton’s 2nd law and the resulting formula with the class. Introduce the concept of friction and have the students complete the friction lab to determine what factors affect the force of friction. Collins Type III Writing: Lab Report on Friction Homework: Pg 139; 1 – 3 (Holt 2009) Closure: If the block weighs 0.25 Kg and the coefficient of friction between 31 the block and the table is 0.56, how much force would it take to move it? *You are trying to push a large crate across the floor (μ = 0.75). The crate has a mass of 50 kg. How much force would it take to move the crate? Day 3: Force and Friction Day 2 PowerPoint What is the difference between static and kinetic friction? Mythbusters: Phonebook Friction Anticipatory Set: You push a 10 kg box with a force of 100 N and it moves with a constant velocity across the floor. What is the coefficient of friction between the box and floor? Introduce kinetic and static friction after showing the Mythbusters video. Have the class try some problems and assist them as they go: When a 20 kg box is pulled with a force of 100 N, it just starts to move. What is the value of the coefficient of static friction, μs? A 75 N force keeps the box moving. What is the value of μk? If an object is moving at constant velocity or at rest, what is the minimum number of forces acting on it (other than zero)? If an object is accelerating, what is the minimum number of forces acting on it? Homework: Pg 141; 1 & 4 (Holt 2009) Closure: A box, this time 5 kg in mass, is being pulled with a force of 20 N and is sliding with an acceleration of 2 m/s2. Find the coefficient of friction, μk *If I pull a 35 Kg box across a waxed floor (μk = .27) with a force of 200 N at a 30 degree angle, what is the boxes acceleration? 32 Day 4: What are some real life examples of Newton’s 3rd law? How can we find the Net Force on an object? What’s the difference between weight and mass? Force and Friction Day 3 PowerPoint Projectile launcher mounted to dynamics cart for an example of Newton’s 3rd Law. Anticipatory Set: A car, with mass 500kg, is traveling down the highway going 20 m/s. A deer steps out in front of the car and the driver slams on his brakes. The car takes 2 seconds to stop, just in front of the deer. What is the coefficient of friction between the tires and the road? Discuss the difference between weight and mass and go over the following example: An astronaut is 80 kg on earth. He then travels to the moon where gravity is equal to 1.63 m/s2. What is his weight and mass on earth and the moon? Introduce Newton’s 3rd Law and have the class come up with some examples. Use the projectile launcher mounted to the cart on the frictionless track as a demonstration. Demonstrate how to draw a free body diagram and find the net force on an object, then go over this examples: Close Reading Assignment:”The Physics of Disaster: An Exploration of Train Derailments” http://www.scientificamerican.com/artic le.cfm?id=the-physics-of-disaster Closure: You are pushing a 60 Kg lawn mower whose handle makes a 45 degree angle with the ground. You are pushing with a force of 300 N and the coefficient of kinetic friction between the mower and the ground is 0.35. What is the acceleration of the mower? *A sled is pulled at a constant velocity across a horizontal snow surface. If a force of 80 N is being applied to the sled 33 rope at an angle of 53° to the ground, what is the magnitude of the force of friction of the snow acting on the sled? Day 5: Review Day 2 PowerPoint What is the difference between a field force and a contact force? Review sheet chapter 4 Homework: Pg 124; 1 & Pg 134; 3 – 5 (Holt 2009) Anticipatory Set: The mass of the little block is 0.15 kg. What force is required to keep it from falling? If both blocks are accelerating to the right with an acceleration a = 14.0 m/s2, what is the normal force on the little block provided by the big block? What is the minimum as required to keep the little block up? Discuss the difference between a field force and a contact force. Use a magnet and a paper clip as an example. Have the students try the following examples and assist them as necessary: Edward is pushing a lawn mower with a mass of 38.0 kg with an applied force of 198 N at 58 degrees. The coefficient of kinetic friction is 0.20. Find: The force of friction the acceleration of the lawn mower. You find yourself in the middle of a frozen lake. There is no friction between your feet and the ice of the lake. You need to get home for dinner. You are wearing a coat. What do you do? *A heavy box (mass 25 kg) is dragged along the floor at a constant speed by a kid at a 30° angle to the horizontal with a force of 80 N. Find the coefficient of kinetic friction. Closure: Have the students start the review sheet in groups and assist them if they need help. 34 Day 6: Test Ch 4 PowerPoint Chapter test A *Chapter test B Anticipatory Set: Ed is pushing a lawn mower with a mass of 38.0 kg with a force of 220 N. If µk is 0.26, find the force of friction. Administer Unit 3 test Day 7: Bridging the Gap Day 1 PowerPoint What is the most cost effective way to build a bridge to span ½ a meter and hold as much mass as possible? Day 8: Bridge hand out Closure: MAC Question, I am a two digit integer, I am an abundant number (my factors add up to more than myself) and I am surrounded by two prime numbers; what number am I? Anticipatory Set: If you are pulling a box with a force of 200 N at a 45 degree angle above the ground and it is moving at a constant velocity, what is the force of friction? Review the Bridge hand out and then have students build their bridges. Bridging the Gap Day 2 PowerPoint Assorted masses for testing. Closure: Collins Type II writing: 5 things you’ll do tomorrow to improve/complete your bridge Anticipatory Set: If your bridge can hold 1 kg before breaking, how much weight can it hold? Have students finish their bridges and test them Type III Writing: Lab Report for Bridge project. Closure: Have students start their lab procedures together in their groups. *Indicates Honors level differentiation Electronic copies of all notes, labs, handouts, assignments, etc. are located on the science folder on the H: drive. All hard copies are located in the master binder in the science prep room. Suggestions on how to differentiate in this unit: Provide hands-on labs with format skeletons to groups of students. Facilitate group discussions to assess understanding among varying ability levels of students. Provide more opportunities for advanced students. 35 Draw and label diagrams to represent some of the data for visual learners. Provide choice to students for group selections and roles in the group. Provide modeling, where possible. Provide real-life or cross-curricular connections to the material. Provide time for revision of work when students show need. ESSENTIAL VOCABULARY: Force, kinetic friction, static friction, coefficient of friction, Newton’s 1st 2nd & 3rd Laws, Force diagram, free body diagram, Field force, contact force, mass & weight. 36 Unit Plan Title Suggested Time Frame Work and Energy 2 weeks Overview / Rationale The focus of the Work and Energy Unit is to study the energy transformations and forces that cause motion in the world we live in. Through the use of machines, work can be made easier and its energy can be measured and calculated. During demonstration and experimentation, students will understand the relationship between work, power and energy and it’s applications in energy conservation. Students will investigate how energy transfers are similar to a system that requires both inputs and outputs. Science Common Core Standards 2009 5.1 Science Practices: All students will understand that science is both a body of knowledge and an evidence-based, model-building enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in science. 5.2 Physical Science: All students will understand that physical science principles, including fundamental ideas about matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living, and Earth systems science. D. Energy Transfer and Conservation: The conservation of energy can be demonstrated by keeping track of familiar forms of energy as they are transferred from one object to another. 5.2.12.D.1 The potential energy of an object on Earth’s surface is increased when the object’s position is changed from one closer to Earth’s surface to one farther from Earth’s surface. ELA Common Core Standards 2010 Reading: Key Ideas and Details RST.11-12.2: Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. RST.11-12.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. Craft and Structure RST.11-12.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics. Integration of Knowledge and Ideas RST.11-12.9. Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. 37 Writing: Text Types and Purposes WHST.11-12.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. Production and Distribution of Writing WHST.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 2010 Mathematics Common Core Standards Reason quantitatively and use units to solve problems. N-Q.1. Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays N-Q.2. Define appropriate quantities for the purpose of descriptive modeling. N-Q.3. Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. Summarize, represent, and interpret data on single count or measurement variable. S-ID.1. Represent data with plots on the real number line (dot plots, histograms, and box plots). Understand and evaluate random processes underlying statistical experiments. S-IC.2. Decide if a specified model is consistent with results from a given data-generating process, e.g., using simulation. Make inferences and justify conclusions from sample surveys, experiments, and observational studies. S-IC.3. Recognize the purposes of and differences among sample surveys, experiments, and observational studies; explain how randomization relates to each. S-IC.6. Evaluate reports based on data. Interpret the structure of expressions. A-SSE.1. Interpret expressions that represent a quantity in terms of its context. Perform arithmetic operations on polynomials. A-APR.1. Understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of addition, subtraction, and multiplication; add, subtract, and multiply polynomials. Create equations that describe numbers or relationships. A-CED.1. Create equations and inequalities in one variable and use them to solve problems A-CED.4. Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. Understand solving equations as a process of reasoning and explain the reasoning. A-REI.1. Explain each step in solving a simple equation as following from the equality of 38 numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method. Solve equations and inequalities in one variable. A-REI.3. Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters. Represent and solve equations and inequalities graphically. A-REI.10. Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line. Experiment with transformations in the plane. G.CO.1. Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc. Understand congruence in terms of rigid motions. G-CO.6. Use geometric descriptions of rigid motions to transform figures and to predict the effect of a given rigid motion on a given figure; given two figures, use the definition of congruence in terms of rigid motions to decide if they are congruent. Define trigonometric ratios and solve problems involving right triangles. G-SRT.6. Understand that by similarity, side ratios in right triangles are properties of the angles in the triangle, leading to definitions of trigonometric ratios for acute angles. Use coordinates to prove simple geometric theorems algebraically. G-SRT.8. Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems. G-GPE.5. Prove the slope criteria for parallel and perpendicular lines and use them to solve geometric problems (e.g., find the equation of a line parallel or perpendicular to a given line that passes through a given point). G-GPE.6. Find the point on a directed line segment between two given points that partitions the segment in a given ratio. 2009 NJCCCS Technology Standards 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. Strand A. Technology Operations and Concepts: The use of technology and digital tools requires knowledge and appropriate use of operations and related applications. 8.1.12.A.2: Produce and edit a multi-page document for a commercial or professional audience using desktop publishing and/or graphics software. Essential Questions How can machines make work easier? How is energy measured and calculated? 39 Where are energy conversions taking place around us and why are they important? How are work, power and energy related? Enduring Understandings Machines make work easier by changing forces. Energy is measured through manipulation of various calculations. Energy is being converted all around us and its understanding is important in understanding our physical world. Work and power describe how energy moves through the environment. x x x In this unit plan, the following 21st Century themes and skills are addressed Check ALL that apply – Indicate whether these skills are: E – encouraged 21st Century Themes T – taught A – assessed ETA Creativity and Innovation Global Awareness ETA Critical Thinking and Problem Environmental Literacy Solving ETA Communication Health Literacy ETA Collaboration Civic Literacy Financial, Economic, Business and Entrepreneurial Literacy Student Learning Targets / Objectives Students will know that… Students will be able to… Work is being done on an object when Define work by relating it to force and a force causes a displacement of the displacement. object. Calculate the work done in a given situation. Work is done only when components of a force are parallel to a displacement. Identify where work is being performed in a variety of situations. The sign of work is improvement. Kinetic energy depends on speed and Compute the net work done when many mass. forces are applied to an object. The net work done on a body equals its Identify several forms of energy. change in kinetic energy. Calculate kinetic energy for an object. Potential energy is stored energy. Distinguish between kinetic and potential energy. Gravitational potential energy depends on height from a zero level. Calculate potential energy associated with an object’s position. Elastic potential energy depends on distance compressed or stressed. Classify the different types of potential energy. Mechanical energy is often conserved. Energy conservation occurs even when Recognize the forms that energy can acceleration varies. take. Mechanical energy is not conserved in Solve problems involving the Law of the presence of friction. Conservation of energy. 40 Power is the rate at which work is done or the rate of energy transfer. Machines with different power ratings do the same amount of work in different time intervals. Relate the concepts of energy, time, and power. Calculate power using both forms of the power formula. Analyze the effect of machines on work and power. Assessments Pre-Assessments Students should know… How forces relate to motion in 2 dimensions. The basics of potential and kinetic energy. That energy is conserved. Formative Assessments Energy Conservation practice WS Various problems and calculations Energy Lab Work Spring Potential Lab Summative Assessments 1) Written Unit Test: Work, Energy & Power Test A (CP) 19 MC, 3 SA, 4 OEQ Work, Energy & Power Test B (H) 13 MC, 6 SA, 5 OEQ 2) Performance Task: In this contest you will build a roller coaster which will keep a steel ball moving for as long as possible. Your coaster will be constructed out of only the materials you purchase. Your coaster must fit inside a cubic meter (i.e., it cannot be larger than a meter in any dimension). The ball must exit your coaster for it to count. You will be given two runs with time in between to adjust your coaster. Only the best run will count. Neither the coaster nor the marble can be aided by an outside force after the initial release. The coaster may be attached to your blue lab table surface. The marble must be placed on the track and not pushed or thrown. The coaster can apply force to the marble on its own. Your score will be based on the total time for ball release until it exits the coaster. You will be given 10 seconds bonus time for any point where the ball is deemed to be upside down (i.e. complete a 360º circle in the vertical direction). You total time will be divided by the cost of your coaster, best ratio wins. In your lab report you should report the time of each run and whether it was successful or not. You should also report whether your coaster qualified for any bonus points. Your conclusion should include how successful you think your machine was and any 41 improvements you think you could have made. You should also mention what specific things your coaster did to lengthen the ball’s “ride time” and reduce the cost. Honors Performance Task: Same as above but include a scale drawing of your coaster and the potential energy your ball started with as well as the theoretical speed it should have left the coaster with (ignoring friction and air resistance) in your lab report. Resources Texts: Holt Physics. 2009, by Serway & Faughn: Chapter 5, Work, Energy, & Power, for examples and homework. Supplemental Workbooks: Holt Physics 2009, Chapter 5 workbooks that accompany the above text Websites: 1) http://aapt.org/resources/ (American Association of Physics Teachers) 2) http://www.physicsforums.com/showthread.php?t=254850 (Physics forums) 3) http://www.thephysicsfront.org/ (National Science Foundation – Physics Teaching Resources) 4) http://learningcenter.nsta.org/products/science_objects.aspx (National Science Teaching Association –Learning Center) 5) http://phet.colorado.edu/ (University of Colorado -Interactive Physics Simulations) 6) http://www.physics.gatech.edu/academics/classes/2211/main/demos/displacement/DDis.html (Georgia Tech School of Physics teacher resources) Worksheets: (located on the NHS H: drive) Energy Conservation Practice (1 & 2) Power Practice (1 & 2) Work And Energy Practice Review Sheet Roller Coaster rules Build Materials list Lab/Activities: (located on the NHS H: drive) PowerPoint’s for each day’s lesson. Energy Lab Work Lab Spring Potential Lab Roller coaster build competition Supplemental Videos: 1) Mythbusters: Sky Diver See-Saw 2) http://science360.gov/obj/video/7fdabae3-a9f2-4ed0-8059-16da6ad2ea72 (Science 360 - The 42 Science of Speed) 3) http://www.youtube.com/watch?v=Ehx1P4adv6I (Kinetic and potential energy) 4) http://www.youtube.com/watch?v=j3eqpYgyVJw&feature=related (Conservation of energy of a roller coaster) Guiding Questions Day 1: How does energy relate to a cart rolling down a ramp? How are height and velocity related? Teaching and Learning Strategies Suggested Resources Suggested Teaching Strategies/ (materials, websites, worksheets, etc.) Assessment Strategies Energy PowerPoint Anticipatory Set: How much force does it take to move a 1000 kg mass if it is on Energy Lab: Uses data studio, a sheet of ice with a coefficient of static dynamic cart and track, photogate friction of 0.1? and bracket, meter stick, collision bumper with light spring, and 2 Explain the lab set up and then have different sized masses (between 100 students complete the energy lab. and 500 grams) Collins Type III Writing: Energy Lab Report Introduce Kinetic and potential energy and the formulas for both. Discuss energy conservation and use the lab data as an example Then have students try this example: What are potential and kinetic energy? Closure: A skate boarder is at the top of the Russian Hill on Lombard St. in San Francisco. The hill is 108 meters high. How fast is he going at the bottom (if he makes it). Day 2: How are potential and kinetic energy related? How do we solve an objects final velocity or height if we Kinetic & Potential Energy PowerPoint Mythbusters Video: See-Saw Saga Homework: Pg. 166; 1 – 3 (Holt 2009) Anticipatory Set: A sky diver is jumping out of a plane. He is at a height of 2,000 meters and his mass is 80 kg. What is his potential energy? Discuss other forms of energy with the students and have them come up with examples. Introduce the concept of Mechanical energy and when it is conserved. Go over the following examples: 43 don’t know it’s mass? A 0.01 kg bullet is fired straight up at 200 m/s. How high does it go? What other types of energy are there? *A child slides down a smooth slide that has a height of 3 meters. How fast is she going at the bottom? A 500 Kg car is going 20 m/s when it stops suddenly. The driver hits the brakes and the car skids to a stop. How much energy did the car loose? Where did it go? The girl has a mass of 27.27 Kg. The sky diver has a mass of 81.81 KG and hits the ground at 55 m/s. How high could the girl go? *2 identical metal balls collide and come to a stop. They were each going 10 m/s before the collision. How much mechanical energy was lost in the collision? (m=2.2 kg) Homework: Pg 177; 1, 2, 4 & 5 (Holt 2009) Day 3: Work PowerPoint How are work and energy related? Work Lab: Uses dynamic cart and track, meter stick, force sensor, data studio, and old physics books. What does negative work Closure: The largest watermelon ever grown had a mass of 118 kg. Suppose this watermelon were exhibited on a platform 5.00 m above the ground. After the exhibition, the watermelon is allowed to slide along to the ground along a smooth ramp. How high above the ground is the watermelon at the moment its kinetic energy is 4.61 KJ? Anticipatory Set: A sports car is on a platform 7 meters above the ground. If the car has a mass of 1000 Kg what is it’s PE? If it rolls off the platform down a ramp, how fast will it be going when it hits the ground? Discuss the lab procedures and then have students complete the lab in groups. 44 represent? Type III Writing: Work Lab Report Introduce work and the work formula using the lab as an example. Go over these examples: If I pull a 20 kg object up a 5 meter long ramp to a height of 2 meters, how much force did I apply? *Which will fire a cannon ball farther if the same amount of black powder is used, a 1 meter long cannon or a 2 meter long cannon? Why? Homework: Pg 162; 1, 2 & 4 (Holt 2009) Day 4: How can we measure the energy stored in a spring? What factors effect elastic potential energy? Closure: At the 1996 Summer Olympics in Atlanta, Georgia, a mass of 260 kg was lifted by Russian weightlifter Andrei Chemerkin. If Chemerkin did 6210 J of work in exerting a force of 2590 N, how high did he lift the mass? Spring Potential Lab Day PowerPoint Anticipatory Set: How much work is done in lifting a 20 kg box 1.5 meters in Spring Potential Lab: Uses data the air? studio, photgate and bracket, collision What if I pushed the box up a 4 meter bumper, force table spring, Dynamic ramp with a force of 170 N? cart and track, and meter stick. Which is easier? Which takes more energy? Review the lab procedures with the students and then have them complete the lab. Type III Writing: Spring Lab Report Introduce spring potential energy and the formula using the lab results for examples. Have the students try these examples and then go over them: A spring with a spring constant of 500 45 N/m is compressed 2 meters. It is then released sending a 70 kg person on a skate board flying. How fast do they go? *A 0.25 Kg block is compressing a spring with a spring constant of 5000 N/m. The spring compresses 2 meters. If the spring is released, how fast will the block leave the spring? How high will it go? Homework: Pg 172; 1 & 2 (Holt 2009) Day 5: What does Power mean in science? How are Power, work and energy related? How can we calculate how much electrical power we are using? Power PowerPoint Closure: A 50 caliber bullet (0.05 kg) gets 16,810 J of energy from the gun powder in the cartridge. When the bullet leaves the gun, how fast is it going? Anticipatory Set: Brietta (40 kg) ran the 800 meter run in 2 minutes and 29 seconds and placed 3rd. What was her average velocity? If she ran this speed into a spring with a constant of 3500 N/m at the end of the race, how far would she compress it? Introduce Power and the different ways to calculate it. Then go over these examples: The first practical car to use a gasoline engine was built in London in 1826. The power generated by the engine was just 2984 W. How long would this engine have to run to produce 3.60 x 104 J of work? *A 1000 Kg elevator has a constant 4000 N of friction between the car and the rails. What is the minimum amount of power the elevators motor must put out to raise the elevator at 3 m/s? You need to install a motor that will lift the 193 kg curtain in the PAC 7.5 46 meters. You want it to take as close to 5 seconds as possible. You have 3 motors to choose from, a 1.0 kW, a 3.5 kW and a 5.5 kW. Which one will be best for this task? Go over electrical power and how it is charged and calculated. Example: The power supply in an Xbox 360 is rated at 203 Watts. How much money would it cost to leave it on for a week? Homework: (ELA Connection); Persuasive essay on “Going Green” Closure: The Warszawa Radio mast in Warsaw, Poland, is 646 m tall. Suppose a worker raises some tools to the top of the tower by means of a small elevator. Day 6: Review Energy PowerPoint How can we apply energy conservation to real life problems? Energy Review Sheet the tools, what is the force exerted on them? Anticipatory Set: You are pushing your younger cousin on a 2 meter long swing. After she has reached a height of 1 meter above the swings lowest height, you stop pushing. If she weighs 35 kg, what is the fastest speed she reaches? Review Part I of the Energy Review using smart responders to differentiate which questions need more attention (if available). Day 7: Work, Energy & Power Test PowerPoint Test Day Energy Test Book A Closure: Have students complete review sheet and then go over any questions. Anticipatory Set: A 10 Kg cart is pushed with a 100 N net force for 15 meters. How much work is done? If the trip takes 5 seconds, what is the power output of the pusher? *Energy Test Book B 47 Day 8-10: Roller Coaster PowerPoint’s Roller Coaster hand out Anticipatory Set: Calculate the PEg & KE for the 4 kg ball at the points indicated (the loop has a radius of 3 m): Go over the rules of the rules of the competition and give the students 3 days to complete the project in groups. Administer test on the 3rd Day. Closure: Collins Type II Writing, Discuss three ways how could your coaster be improved. *Indicates Honors level differentiation Electronic copies of all notes, labs, handouts, assignments, etc. are located on the science folder on the H: drive. All hard copies are located in the master binder in the science prep room. Suggestions on how to differentiate in this unit: Provide hands-on labs with format skeletons to groups of students. Facilitate group discussions to assess understanding among varying ability levels of students. Provide more opportunities for advanced students. Draw and label diagrams to represent some of the data for visual learners. Provide choice to students for group selections and roles in the group. Provide modeling, where possible. Provide real-life or cross-curricular connections to the material. Provide time for revision of work when students show need. ESSENTIAL VOCABULARY: Energy (Mechanical, Kinetic, Gravitational Potential & Elastic Potential), Work, Power, and Intrinsic. 48 Unit Plan Title Suggested Time Frame Momentum 1.5 weeks Overview / Rationale In this unit, students will analyze momentum and collisions between two or more objects. They will consider mass and velocity of one or more objects and the conservation of momentum and energy. Collisions and other transfers of momentum occur frequently in everyday life, such as motions of human bodies against each other in contact sports. The different types of collisions and how to tell them apart based on both observations and also mathematically will be studied. The unit will culminate by looking at the force of impact, what affects it and how to calculate it. Science Common Core Standards 2009 5.1 Science Practices: All students will understand that science is both a body of knowledge and an evidence-based, model-building enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in science. 5.2 Physical Science: All students will understand that physical science principles, including fundamental ideas about matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living, and Earth systems science. D. Energy Transfer and Conservation: The conservation of energy can be demonstrated by keeping track of familiar forms of energy as they are transferred from one object to another. 5.2.12.D.4 Measure quantitatively the energy transferred between objects during a collision. ELA Common Core Standards 2010 Reading: Key Ideas and Details RST.11-12.2: Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. RST.11-12.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. Craft and Structure RST.11-12.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics. Integration of Knowledge and Ideas RST.11-12.9. Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. Writing: Text Types and Purposes 49 WHST.11-12.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. Production and Distribution of Writing WHST.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 2010 Mathematics Common Core Standards Reason quantitatively and use units to solve problems. N-Q.1. Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays N-Q.2. Define appropriate quantities for the purpose of descriptive modeling. N-Q.3. Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. Summarize, represent, and interpret data on single count or measurement variable. S-ID.1. Represent data with plots on the real number line (dot plots, histograms, and box plots). Understand and evaluate random processes underlying statistical experiments. S-IC.1. Understand statistics as a process for making inferences about population parameters based on a random sample from that population. S-IC.2. Decide if a specified model is consistent with results from a given data-generating process, e.g., using simulation. Make inferences and justify conclusions from sample surveys, experiments, and observational studies. S-IC.3. Recognize the purposes of and differences among sample surveys, experiments, and observational studies; explain how randomization relates to each. S-IC.6. Evaluate reports based on data. Interpret the structure of expressions. A-SSE.1. Interpret expressions that represent a quantity in terms of its context. Perform arithmetic operations on polynomials. A-APR.1. Understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of addition, subtraction, and multiplication; add, subtract, and multiply polynomials. Create equations that describe numbers or relationships. A-CED.1. Create equations and inequalities in one variable and use them to solve problems A-CED.4. Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. Understand solving equations as a process of reasoning and explain the reasoning. A-REI.1. Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has 50 a solution. Construct a viable argument to justify a solution method. Solve equations and inequalities in one variable. A-REI.3. Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters. Represent and solve equations and inequalities graphically. A-REI.10. Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line. Experiment with transformations in the plane. G.CO.1. Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc. Understand congruence in terms of rigid motions. G-CO.6. Use geometric descriptions of rigid motions to transform figures and to predict the effect of a given rigid motion on a given figure; given two figures, use the definition of congruence in terms of rigid motions to decide if they are congruent. Define trigonometric ratios and solve problems involving right triangles. G-SRT.6. Understand that by similarity, side ratios in right triangles are properties of the angles in the triangle, leading to definitions of trigonometric ratios for acute angles. Use coordinates to prove simple geometric theorems algebraically. G-SRT.8. Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems. 2009 NJCCCS Technology Standards 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. Strand A. Technology Operations and Concepts: The use of technology and digital tools requires knowledge and appropriate use of operations and related applications. 8.1.12.A.2: Produce and edit a multi-page document for a commercial or professional audience using desktop publishing and/or graphics software. Essential Questions How can momentum be affected? How can you describe the force of impact? How can collisions be described? Enduring Understandings Momentum can be affected by several variables including mass and velocity. The force of impact is dependent upon factors such as time, mass, and velocity. Based on behavior, collisions can be described as elastic, inelastic, or perfect inelastic. 51 x In this unit plan, the following 21st Century themes and skills are addressed Check ALL that apply – Indicate whether these skills are: E – encouraged 21st Century Themes T – taught A – assessed ETA Global Awareness Creativity and Innovation ETA Critical Thinking and Problem Environmental Literacy Solving ETA Communication Health Literacy ETA Collaboration Civic Literacy Financial, Economic, Business and Entrepreneurial Literacy Student Learning Targets / Objectives Students will know that… Students will be able to… Momentum is mass times velocity. Compare the momentum of different moving objects. A change in momentum takes force and time. Compare the momentum of the same object with different velocities. Stopping times and distances depend on the impulse-momentum theorem. Identify examples of change in the momentum of an object. Force is reduced when the time interval of an impact is increased. Describe changes in momentum in terms of force and time. Momentum is conserved in collisions. Describe the interaction between two Momentum is conserved for objects objects in terms of the change in pushing away from each other. momentum of each object. Newton’s third law leads to Compare the total momentum of two conservation of momentum. objects before and after they interact. Forces in real collisions are not Calculate the momentum of an object. constant during collisions. Calculate the impulse of a collision. Perfectly inelastic collisions can be analyzed in terms of momentum. Solve problems involving the Law of Conservation of Momentum. Kinetic energy is not conserved in inelastic collisions. Predict the final velocities of objects after collisions, given the initial Most collisions are neither elastic nor velocities. perfectly inelastic. Identify different types of collisions. Kinetic energy is conserved in elastic collisions. Determine the changes in kinetic energy during perfectly inelastic collisions. Compare conservation of momentum and conservation of kinetic energy in perfectly elastic and inelastic collisions. Find the final velocity of an object in perfectly inelastic and elastic collisions. Calculate momentum and kinetic 52 energy of elastic collisions. Assessments Pre-Assessments Students should know… How to calculate kinetic energy. How to use the equations of motion. How to calculate net force and friction. Formative Assessments Various calculations involving momentum Momentum Lab Impulse Lab Summative Assessments 1) Written Unit Test: Momentum Test A (CP) 14 MC, 4 SA, 4 OE Momentum Test B (H) 11 MC, 5 SA, 5 OE 2) Performance Task: EGG DROP CHALLENGE: Designing a Parachute & Designing an Egg Casing TASKS AND OBJECTIVES: 1. To design and construct: a) a single-egg casing that will protect the egg from breaking when dropped from the third floor of the HS Bldg in front of the Chemistry Laboratory; b) a parachute that would deliver safely a loaded single-egg casing down a concrete pavement at the longest time of fall; 2. To apply the principles of Newton’s Laws of Motion especially on Free Fall, Inertia, Impulse and Momentum. 3. To develop camaraderie and teamwork among group members. MATERIALS: Hard-boiled egg 32 pcs. of drinking straws 1.5m scotch tape 1 pc broadsheet newspaper 1.5m string pencil pair of scissors stopwatch SOME PROCEDURAL SPECIFICATIONS: 1. This Task to be done at home. A complete PROJECT-DESIGN must be presented first and then approved by your teacher before proceeding with the construction of the model projects. The project design for both must include the following parts: a. Group Number and Leader Members b. Title of Project Design b. Illustration or diagram of the proposed single-egg casing and parachute with labels / specifications. c. Step-by-step construction procedure (may be in diagram or flowchart form) as in showing how improvised gadgets are assembled and/or constructed. 53 NOTE: The egg-casing should provide for a case-cover to allow easy loading and retrieval of egg for inspection. Honors Performance Task: Same as above but include some physics principles involved or considered in egg-case & parachute design. Cite out salient features in the design of your egg-casing and parachute. Back this up with physics principles you considered with some explanations on your intended purposes. Resources Texts: Holt Physics. 2009, by Serway & Faughn: Chapter 6, Momentum and Collisions, for examples and homework. Supplemental Workbooks: Holt Physics 2009, Chapter 2 workbooks that accompany the above text Websites: 1) http://aapt.org/resources/ (American Association of Physics Teachers) 2) http://www.physicsforums.com/showthread.php?t=254850 (Physics forums) 3) http://www.thephysicsfront.org/ (National Science Foundation – Physics Teaching Resources) 4) http://learningcenter.nsta.org/products/science_objects.aspx (National Science Teaching Association –Learning Center) 5) http://phet.colorado.edu/ (University of Colorado -Interactive Physics Simulations) 6) http://www.physics.gatech.edu/academics/classes/2211/main/demos/displacement/DDis.html (Georgia Tech School of Physics teacher resources) 7) http://www.scientificamerican.com/article.cfm?id=football-science-newtons-first Worksheets: (located on the NHS H: drive) Momentum Practice Review Sheet Ch 4 Egg Drop handout Build materials list Lab/Activities: (located on the NHS H: drive) PowerPoint’s for each day’s lesson Momentum Lab Impulse Lab Egg drop Lab Supplemental Videos: 1) Mythbusters: Compact pancake revisit 2) http://www.youtube.com/watch?v=XFhntPxow0U (Momentum lesson) 54 3) http://www.youtube.com/watch?v=9k48c9Z1VjY&feature=related (Physics of football – Newton’s third law of motion) 4) http://science360.gov/obj/video/d0e16d27-05d4-4511-9394-2758aa066981 (Science 360Newton’s third law of motion) Guiding Questions Day 1: How can we predict what happens to objects after they collide? What is momentum and how do we measure it? Teaching and Learning Strategies Suggested Resources Suggested Teaching Strategies/ (materials, websites, worksheets, etc.) Assessment Strategies Momentum Day 1 PowerPoint Anticipatory Set: If two cars, with a mass of 500 kg each Lab: Uses data studio, 2 dynamic and each going 30 m/s, hit each other carts and the track, 2 photogates and head on how much mechanical energy brackets, two photgate flags and 1 bar would be lost? Where would it go? mass. Close Reading Assignment: “How much momentum does it take to stop a running back?” http://www.scientificamerican.com/artic le.cfm?id=football-science-newtons-first Review Lab set up with students and have them complete the lab Type III Writing: Momentum Lab report. Introduce the concept of momentum and momentum conservation using the lab for examples. Have students try some examples and assist as necessary: A car is moving at 30 m/s and weighs 500 kg. What is its momentum? A 0.05 kg bullet hits a target with a momentum of 5 kg*m/s. How fast was the bullet going? *A 700 kg car hits a stationary 1200 kg truck from behind. The car was going 50 m/s before the crash and comes to a stop after the crash. How fast is the truck going? 55 Homework Pg. 199; 1 – 3: Closure: A 55 kg boy running at 2.0 m/s jumps onto a 2.0 kg skateboard. Calculate the final velocity of the boy and the skateboard. Day 2: What happens to momentum when objects collide head on? What different types of collisions are there? Conservation of Momentum PowerPoint Mythbusters Video: Compact Compact Anticipatory Set: A 1000 kg truck slams into a 500 kg sports car at a red light. The truck was going 50 mph right before it hit the car. The truck stops after it hits the car and the car goes flying into the intersection. How fast is the car going after the collision? Discuss the vector properties of momentum and the different types of collisions. Use Mythbusrers video as example. Have students try these examples : When they got the trucks to hit at the same time they were going 50 mph and each had a mass of 34000 lbs. What was the total momentum before the collision? Two carts are on the same track headed towards each other. One has a mass of 0.5 kg and is going 5 m/s. The other’s mass is 1.0 kg and is going 3 m/s. After the collision the larger one stops. How fast is the lighter cart going? *Two figure skaters are facing each other on the ice. One has a mass of 80 kg and one has a mass of 55. They push off each other and the larger one is going 4 m/s. How fast is the smaller one going? Homework: Pg 209; 1 – 3 *4 Closure: A car is traveling on a highway and it hits a bug flying in the opposite direction. If the car and the 56 Day 3: Impulse PowerPoint What affects the force of a collision? Lab: uses data studio, force sensor, collision bumper and accessories, dynamics cart, and track. How can we quantify a change in momentum? bug were going at constant speeds and the bug is now stuck to the car, is the car still going the same speed? Why or why not? Anticipatory Set: If a 500 Kg car is going 65 mph and hits a stationary 400 Kg car in an inelastic collision, how fast are they going after the collision? Review lab set up with students and have them complete the impulse lab. Type II writing: Impulse Lab report Introduce the concept of impulse and go over the formula, using the lab for examples. Examples for students to try: A hockey player applies an average force of 80.0 N to a 0.25 kg hockey puck for a time of 0.10 seconds. Determine the impulse experienced by the hockey puck & how fast it is going now. If a 5-kg object experiences a 10-N force for a duration of 0.10-seconds, then what is the momentum change of the object & how fast it is going now? * a. In which case (A or B) is the change in velocity the greatest? Explain. b. In which case (A or B) is the change in momentum the greatest? Explain. c. In which case (A or B) is the impulse the greatest? Explain. d. In which case (A or B) is the force which acts upon the car the greatest (assume contact times are the same in both cases)? Explain. Homework: Pg 201; 1 – 4 Closure: Type II writing: 5 things 57 Day 4: How are momentum and kinetic energy related? Momentum Practice PowerPoint you’ve learned about collisions so far in this unit. Anticipatory Set: While driving in your pickup truck down Highway 280 between San Francisco and Palo Alto, an asteroid lands in your truck bed! Despite its 220 kg mass, the asteroid does not destroy your 1200 kg truck. In fact, it landed perfectly vertically. Before the asteroid hit, you were going 25 m/s. After it hit, how fast were you going? Discuss the difference between inelastic and perfectly inelastic and how kinetic energy can be used to determine the type of collision. Examples to have the students try: Two blocks collide on a frictionless surface, as shown. Afterwards, they have a combined mass of 10 kg and a speed of 2.5 m/s. Before the collision, one of the blocks was at rest. This block had a mass of 4.0 kg. What was the mass and initial speed of the second block? A 55 kg boy running at 3.0 m/s jumps onto a 1.0 kg skateboard. Calculate the final velocity of the boy and the skateboard. Is Kinetic Energy Conserved? *You have just picked up a spare. The Bowling ball has a mass of 6 kg and hit the pin which has a mass of 1 kg. The pin went flying at 12 m/s. The bowling ball was traveling 10 m/s before the collision. What was the velocity of the bowling ball after the collision? What type of collision was it? *You fire a 1 kg paintball gun containing a 0.01 kg bullet at a speed of 300 m/s. What has to happen in order for momentum to be conserved? 58 A 0.5 Kg soccer ball is rolling downfield at 10 m/s. A player kicks it up field at 15 m/s. What is the change in momentum? If the kick takes .05 seconds to occur, what is the force applied? Closure: Have student start the review sheet in groups and assist as necessary Anticipatory Set: A 5.00 kg firecracker explodes into two parts: one part has a mass of 3.00 kg and moves at a velocity of 25.0 m/s towards the west. What is the velocity of the second, 2 kg piece, as a result of the explosion? Day 5: How can we apply momentum conservation and impulse to everyday life? Day 6: Have students complete the review sheet in small groups, tracking their progress using smar responders (if available) Momentum Test PowerPoint *HP Q3 LP Q3 Closure: Go over review sheet using the smart responses to determine where extra reinforcement is needed. Anticipatory Set: Two cars on the same road have a perfectly inelastic head on collision. One car was going east at 50 km/h and weighs 500 kg. The other was going west at 70 km/h and weighs 300 kg. What is the speed of the wrecked cars right after impact? Administer Momentum Unit Test (Q3) Closure: MAC Problem: My broken calculator is not showing vertical lines. I typed in the following problem and hit equal. What are the numbers in the problem and answer? Day 7: Egg Drop Build Day PowerPoint What forces cause an egg to break Egg Drop hand out Egg drop Mythbusters Video Anticipatory Set: A baseball player applies an average force of 75.0 N to a 0.15 kg baseball for a time of 0.05 seconds. Determine the impulse experienced by the Baseball. 59 when it hits the ground? If a 5 kg object, initially at rest, experiences a 10 N force for 0.10 seconds, then how fast is it going? How can we reduce these forces? Day 8: Answer any question about the egg drop project after students have read the egg drop hand out and have them build their devices. Egg drop Day two Power Point Closure: Type II Writing: 3 ways you plan to improve your device in the remaining build time tomorrow. Anticipatory Set: The egg in the picture took just 0.06 seconds to break. If it was going 6 m/s, and has a mass of 0.06 Kg, how much force did it experience? Give students 20 – 30 minutes of additional build time and then go out to the bleachers next to the track to test their devices. Closure: Type II Writing: 3 things you would change about your device to improve your score. *Indicates Honors level differentiation Electronic copies of all notes, labs, handouts, assignments, etc. are located on the science folder on the H: drive. All hard copies are located in the master binder in the science prep room. Suggestions on how to differentiate in this unit: Provide hands-on labs with format skeletons to groups of students. Facilitate group discussions to assess understanding among varying ability levels of students. Provide more opportunities for advanced students. Draw and label diagrams to represent some of the data for visual learners. Provide choice to students for group selections and roles in the group. Provide modeling, where possible. Provide real-life or cross-curricular connections to the material. Provide time for revision of work when students show need. ESSENTIAL VOCABULARY: Momentum, impulse, perfectly inelastic, inelastic, elastic, force of impact 60 Unit Plan Title Suggested Time Frame Circular Motion 2 weeks Overview / Rationale Students will study what happens when an objects motion makes a circular path. They will investigate the effect of the radius of this path on the objects motion and from there develop an understanding of centripetal acceleration and centripetal force. The difference between centripetal and centrifugal force and also the effect of the objects inertia on its motion will be examined. This unit will conclude with an introduction of torque and its application to simple machines. Science Common Core Standards 2009 5.1 Science Practices: All students will understand that science is both a body of knowledge and an evidence-based, model-building enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in science. 5.2 Physical Science: All students will understand that physical science principles, including fundamental ideas about matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living, and Earth systems science. E. Forces and Motion: It takes energy to change the motion of objects. The energy change is understood in terms of forces. 5.2.12.E.1 Compare the calculated and measured speed, average speed, and acceleration of an object in motion, and account for differences that may exist between calculated and measured values. 5.2.12.E.2 Compare the translational and rotational motions of a thrown object and potential applications of this understanding. ELA Common Core Standards 2010 Reading: Key Ideas and Details RST.11-12.2: Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. RST.11-12.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. Craft and Structure RST.11-12.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics. Integration of Knowledge and Ideas RST.11-12.9. Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. 61 Writing: Text Types and Purposes WHST.11-12.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. Production and Distribution of Writing WHST.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 2010 Mathematics Common Core Standards Reason quantitatively and use units to solve problems. N-Q.1. Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays N-Q.2. Define appropriate quantities for the purpose of descriptive modeling. N-Q.3. Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. Summarize, represent, and interpret data on single count or measurement variable. S-ID.1. Represent data with plots on the real number line (dot plots, histograms, and box plots). Understand and evaluate random processes underlying statistical experiments. S-IC.1. Understand statistics as a process for making inferences about population parameters based on a random sample from that population. S-IC.2. Decide if a specified model is consistent with results from a given data-generating process, e.g., using simulation. Make inferences and justify conclusions from sample surveys, experiments, and observational studies. S-IC.3. Recognize the purposes of and differences among sample surveys, experiments, and observational studies; explain how randomization relates to each. S-IC.6. Evaluate reports based on data. Interpret the structure of expressions. A-SSE.1. Interpret expressions that represent a quantity in terms of its context. Perform arithmetic operations on polynomials. A-APR.1. Understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of addition, subtraction, and multiplication; add, subtract, and multiply polynomials. Create equations that describe numbers or relationships. A-CED.1. Create equations and inequalities in one variable and use them to solve problems A-CED.4. Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. Understand solving equations as a process of reasoning and explain the reasoning. 62 A-REI.1. Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method. Solve equations and inequalities in one variable. A-REI.3. Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters. Experiment with transformations in the plane. G.CO.1. Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc. Visualize relationships between two-dimensional and three-dimensional objects. G-GMD.4. Identify the shape of two-dimensional cross-sections of three-dimensional objects, and identify three-dimensional objects generated by rotations of two-dimensional objects. 2009 NJCCCS Technology Standards 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. Strand A. Technology Operations and Concepts: The use of technology and digital tools requires knowledge and appropriate use of operations and related applications. 8.1.12.A.2: Produce and edit a multi-page document for a commercial or professional audience using desktop publishing and/or graphics software. Essential Questions How do objects make a circular path? How can the motion of objects with different masses affect each other? How do we use torque in our everyday lives? Enduring Understandings Centripetal force and acceleration cause objects to travel in a circular path. Newton's Law of Universal Gravitation and its applications describe how objects affect each other. Torque affects many engineering fields. x x In this unit plan, the following 21st Century themes and skills are addressed Check ALL that apply – Indicate whether these skills are: E – encouraged 21st Century Themes T – taught A – assessed ETA Creativity and Innovation Global Awareness ETA Critical Thinking and Problem Environmental Literacy Solving ETA Health Literacy Communication ETA Collaboration Civic Literacy Financial, Economic, Business and Entrepreneurial Literacy 63 Student Learning Targets / Objectives Students will know that… Tangential speed depends on distance. Centripetal acceleration is due to a change in direction. Tangential acceleration is due to a change in speed. Centripetal force is necessary for circular motion. Inertia is often misinterpreted as a force. Orbiting objects are in free fall. Gravitational force depends on the masses and the distance. Gravitational force acts between all masses. Newton’s law of gravitation accounts for ocean tides. Gravity is a force field. Gravitational field strength equals freefall acceleration. Weight changes with location. Gravitational mass equals inertial mass. Kepler’s three laws describe the motion of planets. Kepler’s laws are consistent with Newton’s law of gravitation. Kepler’s third law describes orbital period. Rotational and translational motion can be separated. Torque depends on the force and the lever arm. The lever arm depends on the angle. There are six different types of simple machines. Machines can alter the force and the distance moved. Efficiency is a measure of how well a machine works. Students will be able to… Calculate the centripetal force and acceleration of an object in circular motion. Elucidate how the apparent existence of an outward force in circular motion can be explained as inertia resisting the centripetal force. Explain how Newton’s law of universal gravitation accounts for various phenomena, including satellite and planetary orbits, falling objects, and the tides. Apply Newton's law of universal gravitation to solve problems. Describe Kepler’s laws to planetary motion. Relate Newton’s mathematical analysis of gravitational force to the elliptical planetary orbits proposed by Kepler. Solve problems involving orbital speed and period. Differentiate between torque and force. Calculate the magnitude of a toque on an object. Identify the six different types of simple machines. Calculate the mechanical advantage of a simple machine. 64 Assessments Pre-Assessments Students should know… The basic equations of motion. How to find net force. Formative Assessments Various problems and calculations Circular Motion Lab Torque Lab Summative Assessments 1) Written Unit Test: Circular Motion Test A (CP) 10 MC, 4 SA, 4 OEQ 2) Performance Task: Cantilever In this contest you will build a cantilever which will be as long in length as possible. Your cantilever will be constructed out of only the materials you purchase. No alternative materials may be used. Your cantilever cannot be attached to the desk in any way (glue, tape or tying). Your score will be based the unsupported length of your cantilever measured from the closest part of the base out to the end of the cantilevered section. The end of your cantilever must be above the level of the desk to count. That number will be divided by the price of your cantilever. Best Length to Cost ratio wins. In your lab report you should report the length, cost and score for your cantilever. Your conclusion should include how successful you think your cantilever was and any improvements you think you could have made. You should also mention what specific things your cantilever did to be as long as possible. Honors Performance Task: Same as above, but you must also include the torque on the end of your cantilever in your lab report. Resources Texts: Holt Physics. 2009, by Serway & Faughn: Chapter 7, Circular Motion, for examples and homework. Supplemental Workbooks: Holt Physics 2009, Chapter 7 workbooks that accompany the above text Websites: 1) http://aapt.org/resources/ (American Association of Physics Teachers) 2) http://www.physicsforums.com/showthread.php?t=254850 (Physics forums) 3) http://www.thephysicsfront.org/ (National Science Foundation – Physics Teaching Resources) 65 4) http://learningcenter.nsta.org/products/science_objects.aspx (National Science Teaching Association –Learning Center) 5) http://phet.colorado.edu/ (University of Colorado -Interactive Physics Simulations) 6) http://www.physics.gatech.edu/academics/classes/2211/main/demos/displacement/DDis.html (Georgia Tech School of Physics teacher resources) Worksheets: (located on the NHS H: drive) Centripetal Force Practice Review Sheet Ch 7 Cantilever handout Build materials list Lab/Activities: (located on the NHS H: drive) PowerPoint’s for each day’s lesson Circular Motion Lab Lever Lab Cantilever competition Supplemental Videos: 1) Mythbusters: 360 degree swing 2) http://science360.gov/obj/video/3dc91fe1-4442-4ae0-b9c8-59f441bb69a4 (Science 360 - The Science of the Olympics) 3) http://www.khanacademy.org/science/physics/v/introduction-to-torque (Torque) 4) http://www.khanacademy.org/science/physics/v/centripetal-force-and-acceleration-intuition (Centripetal force and acceleration) Guiding Questions Day 1: What happens when an objects direction is uniformly changing? How can we quantify this change? Teaching and Learning Strategies Suggested Resources Suggested Teaching Strategies/ (materials, websites, worksheets, etc.) Assessment Strategies Circular Motion PowerPoint Anticipatory Set: Traveling North on rt. 18 you take the exit for 33 east. You Circular Motion lab: Use the rotary slow down and then go around the curve motion sensor, ring stand, rubber at a constant 35 mph. Are you stopper and string, and data studio. accelerating? If so, which direction is the force due to this acceleration acting? Discuss the lab wit students, answer any questions and then have them complete the lab. Introduce centripetal acceleration and use the lab for examples. Type III writing: Circular Motion Lab Report 66 A race car is traveling a constant speed around a turn with a radius of 50 meters. If the car has a centripetal acceleration of 12.5 m/s2, what is it’s tangential velocity? A waterwheel built in Hamah, Syria, has a 150 meter circumference. If the tangential velocity at the wheel’s edge is 7.85 m/s, what is the centripetal acceleration of the wheel? *introduce angular acceleration and velocity and have the students try these examples: How many degrees per second is the earth moving? Around the Sun? Homework: Pg 236; 1 – 4 (Holt 2009) Day 2: Centripetal Force Power Point What keeps an object in circular motion? Mythbusters: 360 degree swing video Why does it feel like there is an outward force when we move along a circular path? Car rotating around a ring with string stand demonstration. Closure: Type II writing: List the new variables you learned today and there corresponding linear counterparts. Anticipatory Set: A sock stuck to the side of a clothes dryer’s barrel has a centripetal acceleration of 28 m/s2. If the radius of the barrel is 27 centimeters, what is the tangential velocity of the sock? Show the car rotating around the ring stand that it is tied to. Ask the students why the car moves in a circle and then cut the string to show what happens when the centripetal force disappears. Introduce Centripetal Force, making connection between linear and circular motion and using yesterday’s lab for examples. Have the students try these examples and assist as necessary: 67 You are riding a spinning amusement park ride with a radius of 11m. If the rides tangential speed is 15 m/s and you have a mass of 90 kg, what is the centripetal force of the ride? A pilot is flying an 1110 kg plane in a circle with a radius of 118 meters at 75 m/s. How much force is needed to keep the plane in its circular path? Show the video and have ask students to thing of the forces on the girl as she tries to go 360 degrees around a swing set. How fast does Susie need to go if the chains are 2 meters long and she has a mass of 27 kg? When you are in a loop of a roller coaster, what direction does the centripetal force act? What causes this force? Homework: Pg 238; 1 – 4 (Holt 2009) Day 3: Simple Machines PowerPoint How do simple machines reduce the amount of force needed to complete a task? Lever Lab: Uses a fulcrum, meter stick, 500g mass, data studio and force sensor. What is torque and how do we measure it? Closure: What keeps a car in it’s circular path when it makes a turn? To make pizza dough, pizza makes throw the spinning dough into the air. Why does this make the dough bigger? Anticipatory Set: A 950 Kg car is going around a 3000 m long circular track. If the centripetal force on the car is 2140 N, how fast is it going? Explain the lab set up to the students and then take any questions. Have the students complete the lab. Introduce the concepts of torque, mechanical advantage and simple machines, using the lab for examples. Then have the students try these problems: 68 If you pushed down on the end of your lever with 20 N of force and it is 50 cm. from the fulcrum, how much torque are you applying? If I push down on this lever with 100 N of force, how much force will I get at the other end? What’s the MA of this ramp? *You use 3 sets of pulleys (the rope goes back and forth 3 times) to raise a 100 kg mass 10 meters. How hard do you have to pull on the rope? Homework: Pg. 258; 1 – 3 Day 4: Gravitational Force PowerPoint What happens to the force of gravity in outer space? Review Sheet Circular Motion How can we measure the effectiveness of a simple machine? Closure: Draw a simple machine we went over today, fill in the necessary measurements and find its mechanical advantage. Anticipatory Set: If 2200 N*m of torque is produced opening a door by pushing 1.5 meters from the hinge, how much force was applied? Go over some review problems on Simple Machines: If I push down on this lever with 220 N of force, how much force will I get at the other end? How much force would it take to push a 50 kg box up this ramp ignoring friction? *You pull a 50 kg mass up to a distance of 10 meters. The rope you pull passes through a metal loop on the mass and up to the top of the 10 meters 3 times. How much force do you pull with? Introduce Efficiency and go over some examples: 69 If the gas in my car has a chemical potential energy of 1000 J, but I only get 300 J of kinetic energy out of it, what does this say about the efficiency of my car? A fern receives 1055 J of light energy and, through photosynthesis, converts it to 8.3 J of chemical potential energy. What is the efficiency of this process? Introduce the Law of Universal Gravity and go over some examples: The earth has a mass of 5.97 × 1024 kg and the sun has a mass of 1.99 ×1030 kg. They are 1.49 x 1011 meters apart. What is the force of gravity between them? Close Reading: Read Essay on gravity from http://www.policymic.com/articles/1975 5/the-speed-of-gravity-why-einsteinwas-wrong-and-newton-was-right Day 5: Review Circular Motion PowerPoint Review Sheet Circular Motion Closure: You and your friend are standing 1 meter apart talking. You each have a mass of 70 kg. What is the force of gravity between you? Anticipatory Set: The earth is traveling around the sun at a constant 29,952 m/s. On average it is 149,600,000,000 m from the sun. What is it’s centripetal acceleration? Discus the Close Reading article and debate the accuracy of the author’s assertions. Have students complete review sheets in small groups using smart responders to log answers (if available) and go over it at the end of class, taking questions as necessary. 70 Day 6: Test Circular Motion PowerPoint Test A *Test B Closure: Go over review sheet. Anticipatory Set: A piano with a mass of 1500 kg is attached to a pulley system and lifted straight up with a force of 150 N. What is the mechanical advantage of the pulley system? Administer the test. Day 7-8: Cantilever Day 1 and 2 PowerPoint’s What challenges must be overcome while designing a cantilever? Cantilever Competition Rules Build materials price list. Closure: MAC Example: There's a certain 10-digit number where that the first digit is equal to the number of zeros in the entire number, the second number is the number of 1's in the entire number, and so on, to where the 10th digit is the number of 9's in the entire number. What is the number? Anticipatory Set: Discuss rules with students and have them buy materials and build their devices. Measure by the end of day 2. Type III Writing: Cantilever Lab report. Closure: Type II writing: What would you have done differently to improve the score of your cantilever? *Indicates Honors level differentiation Electronic copies of all notes, labs, handouts, assignments, etc. are located on the science folder on the H: drive. All hard copies are located in the master binder in the science prep room. Suggestions on how to differentiate in this unit: Provide hands-on labs with format skeletons to groups of students. Facilitate group discussions to assess understanding among varying ability levels of students. Provide more opportunities for advanced students. Draw and label diagrams to represent some of the data for visual learners. Provide choice to students for group selections and roles in the group. Provide modeling, where possible. Provide real-life or cross-curricular connections to the material. Provide time for revision of work when students show need. ESSENTIAL VOCABULARY: Centripetal Force, Centripetal Acceleration, Constant of Universal Gravitation, efficiency, mechanical advantage, lever, pulley, inclined plane, torque and angular velocity 71 Unit Plan Title Suggested Time Frame Heat 1 week Overview / Rationale In this unit, students will study temperature and heat, and the differences between them. How different substances change temperature or phase when energy is added or removed from the substances will be examined in depth. Concepts of heat transfer, specific heat capacity, latent heat, and phase transformations will be studied as it applies to heat and temperature. Students will explain how these transfers take place in their everyday lives. Science Common Core Standards 2009 5.1 Science Practices: All students will understand that science is both a body of knowledge and an evidence-based, model-building enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in science. 5.2 Physical Science: All students will understand that physical science principles, including fundamental ideas about matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living, and Earth systems science. C. Forms of Energy: Knowing the characteristics of familiar forms of energy, including potential and kinetic energy, is useful in coming to the understanding that, for the most part, the natural world can be explained and is predictable. 5.2.12.C.2 Account for any trends in the melting points and boiling points of various compounds. ELA Common Core Standards 2010 Reading: Key Ideas and Details RST.11-12.2: Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. RST.11-12.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. Craft and Structure RST.11-12.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics. Integration of Knowledge and Ideas RST.11-12.9. Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. Writing: 72 Text Types and Purposes WHST.11-12.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. Production and Distribution of Writing WHST.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 2010 Mathematics Common Core Standards Reason quantitatively and use units to solve problems. N-Q.1. Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays N-Q.2. Define appropriate quantities for the purpose of descriptive modeling. N-Q.3. Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. Summarize, represent, and interpret data on single count or measurement variable. S-ID.1. Represent data with plots on the real number line (dot plots, histograms, and box plots). Understand and evaluate random processes underlying statistical experiments. S-IC.1. Understand statistics as a process for making inferences about population parameters based on a random sample from that population. S-IC.2. Decide if a specified model is consistent with results from a given data-generating process, e.g., using simulation. Make inferences and justify conclusions from sample surveys, experiments, and observational studies. S-IC.3. Recognize the purposes of and differences among sample surveys, experiments, and observational studies; explain how randomization relates to each. S-IC.6. Evaluate reports based on data. Interpret the structure of expressions. A-SSE.1. Interpret expressions that represent a quantity in terms of its context. Perform arithmetic operations on polynomials. A-APR.1. Understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of addition, subtraction, and multiplication; add, subtract, and multiply polynomials. Create equations that describe numbers or relationships. A-CED.4. Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. Understand solving equations as a process of reasoning and explain the reasoning. A-REI.1. Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method. 73 Solve equations and inequalities in one variable. A-REI.3. Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters. Represent and solve equations and inequalities graphically. A-REI.10. Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line). 2009 NJCCCS Technology Standards 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. Strand A. Technology Operations and Concepts: The use of technology and digital tools requires knowledge and appropriate use of operations and related applications. 8.1.12.A.2: Produce and edit a multi-page document for a commercial or professional audience using desktop publishing and/or graphics software. Essential Questions How are heat and temperature related? How can heat be transferred from one object to another? Enduring Understandings Temperature change describes the amount of transferred heat. Through molecular interactions and various transfer methods, heat can move from one object to another. x x In this unit plan, the following 21st Century themes and skills are addressed Check ALL that apply – Indicate whether these skills are: E – encouraged 21st Century Themes T – taught A – assessed ETA Creativity and Innovation Global Awareness ETA Critical Thinking and Problem Environmental Literacy Solving ETA Communication Health Literacy ETA Collaboration Civic Literacy Financial, Economic, Business and Entrepreneurial Literacy Student Learning Targets / Objectives Students will know that… Adding or removing energy usually changes temperature. Temperature is proportional to the kinetic energy of atoms and molecules. Temperature is only meaningful when Students will be able to… Relate temperature to the kinetic energy of atoms and molecules. Describe the changes in the temperature of two objects reaching thermal equilibrium. 74 it is stable. Matter expands as its temperature increases. Calibrating thermometers requires fixed temperatures. Temperature units depend on the scale used. Energy is transferred between substances as heat. The transfer of energy as heat alters an object’s temperature. Heat has units of energy. The rate of thermal conduction depends on the substance. Convection and radiation transfer energy. Specific heat capacity of a substance is the energy required to change the temperature of 1 kg of a substance by 1⁰C. Calorimetry is used to determine specific heat capacity. Latent heat is energy transferred during phase changes. Identify the various temperature scales, and convert from one scale to another. Describe heat. Relate heat and temperature change on the macroscopic level to particle motion on the microscopic level. Apply the principle of energy conservation to calculate changes in potential, kinetic, and internal energy. Solve energy conservation problems involving heat. Perform various calculations using specific heat capacity. Interpret and analyze a heating curve. Calculate freezing or boiling energy using latent heat and heat capacity (H). Assessments Pre-Assessments Students will know… how what the different temperature scales mean how to calculate kinetic and potential energy. Formative Assessments Various calculation problems Heat Capacity Lab Phase Change Lab Temperature Lab Summative Assessments 1) Written Unit Test: Circular Motion Test A (CP) 10 MC, 4 SA, 4 OE 2) Performance Task: The purpose of this task is to determine if cubes of ice with the same volume, but different shapes would have the same melting speed. Students must come up with an experiment to test this question, take data and publish their results in a lab report. 75 This will be performed at home and the results will be presented to the class in a short PowerPoint presentation. Honors Performance Task: Same as above, but they must calculate the latent heat of water and include the heat transfer process used to melt the ice. Resources Texts: Holt Physics. 2009, by Serway & Faughn: Chapter 9, Heat, for examples and homework. Supplemental Workbooks: Holt Physics 2009, Chapter 9 workbooks that accompany the above text Websites: 1) http://aapt.org/resources/ (American Association of Physics Teachers) 2) http://www.physicsforums.com/showthread.php?t=254850 (Physics forums) 3) http://www.thephysicsfront.org/ (National Science Foundation – Physics Teaching Resources) 4) http://learningcenter.nsta.org/products/science_objects.aspx (National Science Teaching Association –Learning Center) 5) http://phet.colorado.edu/ (University of Colorado -Interactive Physics Simulations) 6) http://www.physics.gatech.edu/academics/classes/2211/main/demos/displacement/DDis.html (Georgia Tech School of Physics teacher resources) 7) http://www.scientificamerican.com/article.cfm?id=heat-wave-health (Close Reading) Worksheets: (located on the NHS H: drive) Review Sheet Chapter 8 Lab/Activities: (located on the NHS H: drive) PowerPoint’s for each day’s lesson Equilibrium Lab Specific Heat Capacity Phase Change Lab Supplemental Videos: 1) Mythbusters: Water heater Rocket 2) http://science360.gov/obj/video/f86ce95d-9577-4e7e-9d9b-59c2fb3361de (Science 360 Boiling in Zero Gravity) 3) http://www.khanacademy.org/science/chemistry/v/specific-heat--heat-of-fusion-andvaporization (Kahn Academy - Specific Heat) 4) http://www.khanacademy.org/science/chemistry/v/phase-diagrams (Kahn Academy Interpreting a phase diagram) 76 Guiding Questions Day 1: What is temperature and how do we measure it? Teaching and Learning Strategies Suggested Resources Suggested Teaching Strategies/ (materials, websites, worksheets, etc.) Assessment Strategies Temperature PowerPoint Anticipatory Set: Two cars collide head on in an inelastic collision. One was Temperature Lab: Uses data studio, going 50 m/s and has a mass of 637 Kg. two temperature probes, and two The other was going 35 m/s and has a beakers. mass of 910 Kg. What is the speed of the two joined cars after the collision? How much energy was lost in the collision? Discus set up and then have students complete lab. Introduce temperature scales, using the lab for examples Have students try these examples: The coldest temperature ever recorded is just 0.01 Kelvin. What is this in Celsius? What is it in Fahrenheit? Close Reading Assignment: “How Does a Heat Wave Affect the Human Body” http://www.scientificamerican.com/artic le.cfm?id=heat-wave-health Homework: Pg 303; 1, 3 and 5 (Holt 2009) Day 2: What is Heat and how does it transfer energy between objects? Heat and Energy PowerPoint Anticipatory Set: The coldest and warmest temperatures recorded in the US were -80 F and 136 F. What are these temps in Celsius and Kelvin? Introduce heat and go over some examples related to energy conservation. If 505 kg of water falls over Niagara Falls (h = 57 m) and comes rest in the river at the bottom, how much energy goes into increasing the temperature of the water and the sound of the crashing water? 77 *A 500 kg car is going 30 m/s before the driver applies the brakes for 5 seconds. The car’s speed after the brakes are applied is 15 m/s. How much energy is lost? Where did it go? Mount Everest is the world’s highest mountain. Its height is 8848 m. Suppose a steel alpine hook were to slowly slide off the summit of Everest and fall all the way to the base of the mountain. If 20.0 percent of the hook’s mechanical energy is absorbed by the hook as internal energy, calculate the energy gained by the hook (0.5 kg) Homework: Pg 311; 1 – 4 (top of page) (Holt 2009) Day 3: Specific Heat PowerPoint Why do some substances heat up and cool down faster than others and how can we quantify this effect? Lab: uses temperature probe, metal slugs, calorimeter and beaker. Closure: An Ice cube at 0.0 oC is placed in a refrigerator that is at 5 oC. You place your hand (32 oC) in 37 oC water. In which case is the transfer rate of heat higher? Anticipatory Set: To raise 0.25 Kg of water by 0.2 C you need 209.3 J of energy. How fast must a 0.25 Kg baseball travel in order for it to hit the water and cause this change? Discus lab with students and then have them complete it. Go over Specific heat and the calorimeter equation and then have students try these example: A 2 Kg Iron bar is heated to 86oC and placed in .25 kg of water at 22 oC. What is the final temperature of the system? (Cp for Gold is 129 J/kgoC) Day 4: Review Review Heat PowerPoint Homework: Pg 316; 1 & 2 (Holt 2009) Anticipatory Set: The polar Ice caps have a mass of 78 Review Sheet Heat 27,600,000 kg. The latent heat for melting Ice is 333,000 J/kg. How much energy would it take to melt them? Hand out review sheet and have students complete it in small groups. Use responders (if available) to record student answers. Day 5: Test Test Heat PowerPoint Test A Closure: Go over review sheet suing the responder data to concentrate on questions the students had the most trouble with. Anticipatory Set: What is the temperature of 5 kg of water if it starts at 20.0 oC and is heated for 5 minutes by a 6.0 W heater? *Test B Administer Ch. 9 Test Day 6: Ice melting speed Performance Task Performanc e Task Ice Melting hand out. Closure MAC: What is special about the following sequence of numbers? 8 5 4 9 1 7 6 10 3 2 0 Give the students the task and have them come up with a procedure for solving the problem. Have them carry out said procedure to compete the task. Collins Type III Writing: Lab report on performance task *Indicates Honors level differentiation Electronic copies of all notes, labs, handouts, assignments, etc. are located on the science folder on the H: drive. All hard copies are located in the master binder in the science prep room. Suggestions on how to differentiate in this unit: Provide hands-on labs with format skeletons to groups of students. Facilitate group discussions to assess understanding among varying ability levels of students. Provide more opportunities for advanced students. Draw and label diagrams to represent some of the data for visual learners. Provide choice to students for group selections and roles in the group. Provide modeling, where possible. Provide real-life or cross-curricular connections to the material. Provide time for revision of work when students show need. ESSENTIAL VOCABULARY: Temperature, Heat, Convection, Conduction, Radiation, Latent Heat, Phase change, Freezing/Melting Point, Boiling/Condensation Point, Specific Heat Capacity. 79 NEPTUNE TOWNSHIP SCHOOL DISTRICT Office of the Superintendent 60 Neptune Blvd. Neptune, NJ 07753 An Affirmative Action Equal Opportunity Employer 2013